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Parents’ National Educational Union. 

A Liberal Education 
for All 


Particulars of the Parents’ National 
Educational Union, the Parents’ 
Union School and the House of 

It is requested that this pamphlet be returned after reading 
to the General Secretary, Parents' National Educational Union, 
26, Victoria Street, S.W.i. 

PUaie return bit 

(Fotmdtd 1888. Incorporated iqox .) 



Table of Contents. 


P.N.E.U. Leaflet { 

,, Form of Membership y 

The Educational Philosophy of the P.N.E.U j 

The Parents’ Union School : 

(a) General Prospectus 3 

(b) Conditions of Membership, Home Schoolrooms 11 

(c) Rules ,, ,, 12 

(d) Entry Form ,, ,, 14 

(e) Conditions of Membership, Secondary Schools 16 

(/) Conditions for registered P.N.E.U. ,, ,, 20 

(g) Entry Form ,, ,, 2 i 

(h) Conditions of Membership, Elementary Schools 22 

(♦) Entry Form ,, , , 30 

(j) The Group System 26 

{k) Answers to Questions 31 

(/) Examination Regulations 35 

(m) Form for Signature 39 

(n) Analysis of Time Tables 40 

(O) Time Tables 42 

(P) Specimen Programmes 48 

■— t 

(?) >. Examination Questions 65 

House of Education Prospectus 79 

List of P.N.E.U. Books and Pamphlets other than books 
•locked by the P.N.E.U. Office ' p . 3 Cover. 

Parents’ National Educational Union. 

Founded 1888. Incorporated 1921. 

Founder — Mjss Charlotte M. Mason. 

Presidents — 

The Most Hon. The Marquis and Marchioness of Aberdeen and 


Chairman of the Executive Committee — The Rev. H. Costley -White, D.D. 
Hon . Treasurer — Col. The Hon. Douglas Carnegie, 

Hon . Sec . — The Hon. Mrs. Franklin. 

General Secretary — Miss E. Whyte. 

Org. Secretary — Miss Pennethorne. 

Central Office — 26, Victoria Street, S.W.i. 

The Parents’ National Educational Union was founded in 1888 in 
response to a demand from thoughtful parents who desired to know how to 
give intelligent supervision and guidance to the development of their chil- 
dren’s whole nature — physical, mental, moral and spiritual. 

Its objects are: — [a) To assist parents of all classes to understand the 
best principles and methods of Education in all its aspects, those which 
concern the formation of character, as well as actual methods of teaching. 
(M To create a better public feeling on the subject of the training o c 1 rcn, 
and with this object in view, to collect and make known the best informa- 
tion and experience on the subject, (c) To afford to parents opportunities 

« to ~ 

tinuity of Education, by 

The Union 01ms at ^ 1 " j ^ ° P nd for intercourse between parents, 
problems, and being a me 5 T t 0 H e rs to its members 

teachers, and all who are mtereste in Edu ^ MasQn) which are found 
a theory and practice o f Educaton ( of every grade . Among 

to be most success u bott * work be maintained, 
its Central Principles is that a reiigm hool was de vised 

The Parents’ Union School. 11S c ° rrC . t • : n „. ird o Home School- 
in 1890 for introducing regular work an sc '°° wers A Time-Table 

rooms. Children are classified according th J? six to eighteen) 

and Syllabus of work is set for each , te ™ ExaTnation papers, on which 
and at the end of the ^^ ^ gYested! The distinctive curriculum of the 
the work done by each child 15 teste< \ Ubcral education and gives them 
Parents’ Union School offers to P "J S wit h living ideas through the study 

an opportunity of estabbs nng throuE h nature art, music, science and 

of many great books as well as tl gl Qoms all over the world, 

handicrafts. Many hund ; edS ^. j ols an mcre asnig number of boys’ Pre- 

a larg« number of Secondary . public Elementary Schools are now 

paratory Schools O f s l ool programmes. 

following the Parents Union Scho j? ^ ^ Secondary Training College 

The House of Education, c i asS es and schools, working in the 

(started . 89 «) Merest felt in the House of Education is 


, xT^tinnal Educational Union. 

parents Nationa Incorporated 1921. 

Founded , f . > 1P Parents’ National Educa- 

We wish to beC ^ 0 %^^Memorandum and Articles of Associa- 

tional Union, subjecttoy 6d KindJy furnish us Wlth all 

12 ^^^ the Branch or Area 0rganisation (if any) 
in our district. 

N “ ms MrsO ' (Ple^'iisert^ conect form of address.) 


The Subscription (which includes both members of the household) 
is 15s. 6d. per annum; for teachers in Public Elementary Schools. 

7 S - hd* s ,, l 

The advantages offered to Members are:— 

A monthly copy of the Parents’ Review. 

A free ticket for the Annual Meeting, and free attendance at 
any Meetings or Lectures advertised in the Review wherever 
they may take p ace. 

Opportunity for co-operation and consultation between 
parents and teachers, who meet here on the same ground. 

Opportunity to attend such natural history excursions, 
reading circles, P.U.S. classes, musical appreciation 
classes, Shakespeare readings, study circles, etc., as may 
be arranged in the neighbourhood. ; 

The use of the large library of educational works which is 
kept at the Central Office. § 

P .N.E.U. Reading Course for young mothers and elder girls ; 
this is free to members. 

A leaflet suggesting occupations for children under school 
age. Free to members of the P. N.E.U. 

The Parents Union School; this is open to members on I 
payment of special school fees. 

The House of Education . A Secondary Training College for 
teachers in families, classes and schools working in the * 
Parents’ Union School. 

tion may^ain^ ^ n °^ conbned *° parents ; all interested in educa- 

hadbv W T Memorandum and Articles of Association *an be 
"TT th6m fr ° m the Central 0ffice (Price is. ) . 
P.N E U r; CU Can be bad i rom the General Secretary, 

London ’ s - w - 1 - 

Saturdays. (Telephone 0479 Victoia). 2 P ' m ' *° 4 P ' m " eXCep * 







“No sooner doth the truth .... come into the soul's sight, 
the soul knows her to be her first and old acquaintance.’’ 

“The consequence of truth is great; therefore the judgment of it must not 
be negligent.’’ 

I N so far as we hold and profess what is known as P. N.E.U. 
thought, three duties are before us: (a) To give earnest 
study to the mastery of the principles of our educational 
philosophy*; (b) Having mastered these, to apply them; 
(c) To make them known. Here follows a short summary of our 
principles, but it must be remembered that a knowledge of these 
formulae is by no means a knowledge of the principles they aim 
at summing up. 

1. Children arc born persons. 

2. They are not born either good or bad, but with possibilities 
for good and for evil. 

3. The principles of authority on the one hand, and of obedience 
on the other, are natural, necessary and fundamental; but- 

4. These principles are limited by the respect due to the person- 
ality of children, which must not be encroached upon, whe icr 
by the direct use of fear or love, suggestion or influence, or by 
undue play upon any one natural desire. 

5. Therefore, we are limited to three educational instruments- 
the atmosphere of en vironment, the discipline of habit, and 

‘These are set forth at length in the five J 
Series, and in An Essay Toward a P/«/o.sopA>' J _ on i t h eP .N .E .U.. 

M. Mason. published by Kegan Paul & Co..all lobta nable irom 
Central Office, 26, Victoria Street, London, b.vv.i. 



the presentation of living ideas. The P.N.E.U Motto is: 
“Education is an atmosphere, a discipline, and a life. 

6 When we say that “education is an atmosphere, ” we do not 
mean that a child should be isolated in what may be called 
a “child-environment” especially adapted and prepared, 
but that we should take into account the educational value 
of his natural home atmosphere, both as regards persons and 
things, and should let him live freely among his proper con- 
ditions. It stultifies a child to bring down his world to the 
“rhild’s” level. 

y. By “education is a discipline , ” we mean the discipline of 
habits, formed definitely and thoughtfully, whether habits of 
mind or of body. Physiologists tell us of the adaptation of 
brain structures to habitual lines of thought, i.e., to our 

8. In saying that “education is a life,” the need of intellectual 
and moral as well as of physical sustenance is implied. The 
mind feeds on ideas, and therefore children should have a 
generous curriculum. 

9. We hold that the child’s mind is no mere sac to hold ideas 
but is rather, if the figure may be allowed, a spiritual organ- 
ism, with an appetite for all knowledge. This is its proper 
diet, with which it is prepared to deal; and which it can 
digest and assimilate as the body does foodstuffs. 

10. Such a doctrine as e.g. the Herbartian, that the mind is a 
receptacle, lays the stress of Education (the preparation of 
knowledge in enticing morsels duly ordered) upon the teacher. 
< hildren taught on this principle are in danger of receiving 
much teaching with little knowledge ; and the teacher’s axiom 
is ' ‘what a child learns matters less than how he learns it. ’ ’ 

11. But we, believing that the normal child has powers of mind 
which fit him to deal with all knowledge proper to him, give 
im a full and generous curriculum ; taking care only that all 
knowledge offered him is vital, that is, that facts are not 
presented without their informing ideas. Out of this con- 
ception comes our principle that — 

il Z Y Z ScimCe ° f Relations ” I that is, that a chi 
thnnli a relations with a vast number of things ai 

^ tram hi J m Up ° n Physical exer <^es, nature lor 
andicrafts, science and art, and upon many living books f 


we know that our business is not to teach him all about any- 
thing, but to help him to make valid as many as may be of— 

“Those first-born affinities 
That fit our new existence to existing things.” 

13. In devising a syllabus for a normal child, of whatever social 
class, three points must be considered: — 

(a) He requires much knowledge, for the mind needs 
sufficient food as much as does the body. 

(b) The knowledge should be various, for sameness in mental 
diet does not create appetite (i.e., curiosity). 

(c) Knowledge should be communicated in well-chosen 
language, because his attention responds naturally to 
what is conveyed in literary form. 

14. As knowledge is not assimilated until it is reproduced, children 
should ‘ ‘tell back’ ’ after a single reading or hearing : or should 
write on some part of what they have read. 

i< A single reading is insisted on, because children have naturally 
great power of attention; but this force is dissipated by the 
re-reading of passages, and also, by questioning, summarising, 

and the like. . t . 

Acting upon these and some other points in the behaviour 

of mindf we find that the educability of children is enormously 
greater than has hitherto been supposed, and is but little 
dependent on such circumstances as heredity and environ- 

is the accuracy of this statement limited to clever 
children or to children of the educated classes: thousand of 
children in elementary schools respond freely to this method, 
which is based on the behaviour of mind. 

will’ ’ and * ‘the way of the reason. 

17 - 

The way 0, the ^‘to 

guish between I want ^ ^ we 

will effectively is to TH . t u e ^est wa y to turn our 

desire but do , not w. >• (^J“^ e e b d 'L"uhing. enter- 

toibtn^or Interesting. 

us for a time from will effort, that we may 'jAV agaar with 
added power. The use of suggestmn^s an aid er 

to be deprecated, as tending to stultify and f ° f de Velo pmeii t 
It would seem that spontaneity is a condd * * ^ as wd ' 
and that human nature needs the discipn 
as of success.) 

18. The way of the reason: We teach -Recluse ^he 

(too confidently) to their own understanding , because tne 

function of reason is to give logical demonstration {a) of 
mathematical truth, {b) of an initial idea, accepted by the wi. 
In the former case, reason is, perhaps, an infallible g > 
but in the latter, it is not always a safe one ; for, whether that 
idea be right or wrong, reason will confirm it by irrefragable 

19. Therefore, children should be taught, as they become mature 
enough to understand such teaching, that the chief responsi- 
bility which rests on them as persons is the acceptance or 
rejection of ideas. To help them in this choice we give them 
principles of conduct, and a wide range of the knowledge 
fitted to them. These principles should save children from 
some of the loose thinking and heedless action which cause 
most of us to live at a lower level than we need. 

20. We allow no separation to grow up between the intellectual 
and “spiritual” life of children, but teach them that the 
divine Spirit has constant access to their spirits, and is their 
continual Helper in all the interests, duties and joys of life. 



The Parents’ Union School* 


(He shall) ‘pray for the children to prosper in good life and good 
literature .” — {Dean Colet ). 

Motto: “I am, I can, I ought, I will.” 

(Founded in 1890 by Miss Charlotte M. Mason, Principal 

till 1923). 

Director : 

Miss E. Kitching. 


Secretary : 

Miss Essex Cholmondeley. 

Assistant Secretary: 

Miss M. S. W. Marsden. 

Examiners : 

University Men. 

The Parents’ Union School was devised in 1890 to introduc • 
some of the advantages of school-training into home education. 
But the principles applied and the methods used have proved 
as valuable in schools as in home-teaching and there are now 
many thousands of children doing the work set. 

Schools and home schoolrooms generally profit by: — 

(a) A definite and progressive syllabus of work for each term 
for six Forms (the pupils’ ages ranging from 6 to 18). 

(, b ) A definite number of pages set, term by term, in a good 
many living books of literary value. 

(e) The scholars’ practice of knowing a task of several pages 
after a single reading followed by narration. 

(d) The fact that knowledge acquired in this way is retained 

perfectly for months or years. 

(e) Examination papers at the end of each term. 

(/) Short hours. 

* Address The Director, Parents' Union School, Ambleside, West- 
morland. to whom all communications concerning the School should be sent. 



( h) 

No out-of-school prepara., on (but some reading of tales, 
plays, etc.) 

Few corrections. handicrafts, art, music. 

Work set in nature stuuy, 
physical exercises, etc. 

Various Kinds of help in .he way of notes, regulars, 

tables, etc, are afso of use ^teachers. , ^ ^ 

Great attention is giy Scholars get the habit of 

and to the selection of he be ^ ^ they acquke a love o{ 

using books ° al dex f er ity g some ability to produce what they 

power <o appreciate art, including 

and some power of execution. 


These few considerations may have weight with the Heads 
of Schools: — 

1. The more important books last for two or three years. 

2. Two-and-a-half, for Form I., to three or three-and-a-half 
hours a day for Forms III. and IV., is ample time for the whole of 
the book-education; Forms V. and VI. work for four to five hours. 

3. Much writing is unnecessary, because the scholars have 
the matter in their books and know where to find it. 

4. Classes are able to occupy themselves in study with 
pleasure and profit. 

5. Teachers are relieved of the exhausting drudgery of many 

6. Scholars have the afternoons free for handicrafts, 
work, walks, games, scouting, guiding, etc. 

7. The evenings are free, whether at school or at home, for 
reading aloud (plays, novels, etc., set for the term’s work, are 
read aloud in the evening), singing, hobbies, etc. 

In Boys Preparatory and Public Schools where the demands 
of Latin and Greek are paramount, the usual times for prepara- 
tion may be given without hindering the P.U.S. work, because 
such work requires no preparation and is done at a single reading. 

, , f 1 Scholar s gain many intelligent interests, beget hobbies 

and have leisure for them. 

scholars ? kere ,1 s no cramm ing for the term’s examination. The 
to find , ei , r work ’ an d find it easy to answer questions set 

find out what they know, rather than what they do not know. 


this workwkh avidity. y *** h ° WeVer **** hilherl0 ’ take U P 

11. Boys and girls taught in this way take up preparation 
for public examinations, etc., with intelligence, zeal and success • 
for example, they should, after two years n Form V., be able to 
a e the Cambridge School Certificate Examination on the Form 
V. programme. It is well, in the interests of a liberal education 

that pupils should read in the P.U.S. until they are seventeen or 

This kind of work, besides making the scholar proficient in 
the usual studies of the schoolroom, should and does result in his 
power, — 

(а) To grasp the sense of any passage some pages in length 

at a single reading. 

(б) To spell and express himself in writing with ease and 


(c) To give an orderly and detailed account of any matter he 

has read once. 

(d) To describe in writing, or orally, what he has seen, or 

heard from the newspapers; — 

in fact, to make use, from the beginning, of the natural gift of 

The programmes for each term are sent out before the holidays 
so that new books can be procured. 

Examination papers are sent at Christmas, Easter and Mid- 
summer. At Easter and Christmas the pupils’ work is sent up 
(as directed) and a report is made upon it. For the Midsummer 
examination the work is not sent up ; Members receive the ques- 
tions set and the programmes for the following term, and report 
upon the examination themselves. 

A term’s notice is requested before withdrawal. 

It is allowable for Schools which take up P.U.S. work to go 
on with their present syllabus in subjects such as scripture, 
anguages, mathematics, handicrafts and music. But teachers 
may well find it advantageous to follow the programmes in these 
subjects also, and it is exceedingly desirable that they should do 
so in scripture. It is important that religious teaching should not 
be too hortatory, as children must not be bored in learning the 
subject which is of most moment to us all; for this reason the 
continual progress required by the P.U.S. together with the 
children’s own work of narration is strongly recommended. The 
Bible is the most interesting book I know, ’ ’ was the remark of a 
little girl who had read a good many books. 


„ cp that it is advisable to begin with 
Teachers sometimes suppose advanced work as the 

the lower Forms, and to a 'e ^ at . g nQt the case; the chil- 
children in these rise in the sch . wofk in the Form proper 
dren in the higher Forms begi • ■ • h lower; no prepara - 

for their age, quite as readily ^^ nyinced that the P.U.S. 
tion is necessary; and if te upils , they will not allow 

should be of lasting bene sc hoolf without this advantage, 

whole Forms to pass out of their scnoois 

Children of Five and Under.* 

Children of Five.- Much narration should not be required of 
children between five and six. In other respects they might do a 
good deal of work in Form I.B., substituting Yorke Powell s Old 
Stories from British History (Longman’s, 1/8) for Our Island Story , 
they should work generally on the lines suggested m Home Educa- 
tion, Parts II., III., V. and VI. Young children should have as 
much out-of-door life as possible, and Home Education affords 
hints as to the work to be done out-of-doors, first Geography 
lessons, for example, Nature Study, Descriptions of Things Seen, 
Distance, Direction, Measurement, etc. Games and occupa- 
tions, such as making large models in clay, raffia work, paper 
cutting, etc., are very important at this stage. 

Infants under five should be out-of-doors in all possible 
weather. They should have a moveable time-table ; should count 
pebbles, watch sparrows, slugs, cows. They should tell all they 
see. Bible talks, pictures, phonetic reading, first ideas of 
number, etc., may be in-door work. They should have many 
Rondes, as, “There came three dukes a-riding,’’ “Here we come 
gathering nuts in May’ ’ (old games for choice, not Kindergarten 
songs and games) ; in fact all dancing plays ; they should make 
mud pies, play in sand heaps. Much activity, always for short 
periods, should be the rule, together with frequent rests, during 
which they should see pictures and hear tales, such as “Jack and 
the Bean-Stalk,” “Cinderella,” and the like (see Home Educat- 
tion for details of Infant Education). 

Children under six should have no examinations. 

Training in P.N.E.U. Methods. 
at the Hou^nf^^ 11 ^* ^ 11 methods except that given 

.he r, ticulars app1y to 

to pass on her training to a sist« oA-il * n0t quallfied 
training is too strenuous tn Ka _. ien( ^ 01 assistant. The 

two years’ work at the College. aCC0mpl,s hed otherwise than by 

s " ,pec,al s - i. 

of the P.N.E.U. 

Principles and Methods of Teaching. 

The whole work of the school is based upon educational 
principles and cannot be carried out with success unless these 
pnncipies are understood. For these and for the methods of 
teachmg the various subjects see Miss Mason’s books -Home 
Education (5/ 6) School Education (5/-), and Tn Essay Towards a 
Philosophy of Education (10/6) (P.N.E.U. Office). 

retarv of tiJp Nf’ programmes may be obtained from the Sec- 

retary oi tile L.N.E.U. 26, Victoria Street, London, S.W.i. 

The Organising Secretaries of the P.N.E.U. will be pleased 
to arrange interviews with Principals of Schools either at the Office 
or at the School. 

D2 (for Preparatory and Secondary Schools) 
mentary Schools) .] 

D3 (for Public Ele- 

Parents’ Union School Leaving Certificate. 

P.U.S. Leaving Certificates.— Girls in their eighteenth 
year who have done good work in the P.U.S. may claim the leaving 
certificate automatically at the end of any term. The condi- 
tions of success are: — 

(a) Full Marks in at least four subjects, not including the following: — 

( b ) Pass Marks, i.e., 75% in two papers in Mathematics and the paper 
in English Grammar; 

(c) Pass Marks, i.e., 75% in two languages, preferably English and 
French . 

It will be noticed that English is substituted for Latin as 
the second language. The requirements are: — (i) Careful con- 
struction of sentences; (ii) A fresh and pleasing style; (iii) Correct 
punctuation and careful spelling; (iv) Orderly paragraphing; (v) 
Complete treatment (with the beginning, middle and end) of 
several themes throughout the papers. 

The Pass in English will be denoted by the Examiner’s 
remarks (not by marks), because the whole set of papers will be 

A pass in Latin in addition to English and French will secure 
an ‘ ‘Honours’ ’ Certificate, as well as a pass in the advanced work 
in Mathematics. 



It had always been Miss Mason’s wish that P .U.S. children 
and older girls should be allowed to work steadily in the Parents 
Union School until the age of 16 or 17, that they should then, if 


necessary, take some ‘ ‘reco^ised examination^ ^ suc h an 

for a final year (17 to School Certificate Ex- 
examination is now open, . , subjects (including Latin), 

animation, if passed with ere 1 Previous Examination 

now gives exemption from the C^bndge Prcv 

and the Oxford Responses. If >n ■ »'« 1 Matricula- 

Mathematics) it gives exemption from the Matricula- 
tion, and if in five Scotch; 

tion Examinations of other Umversi * & Tt can be taken 

it is also recognised by the Board of Education. It can be taken 


Girls who have worked for two years in Form V. will have 
covered the ground necessary for the School Certificate Examina- 
tion in the July or December of any year, provided that they 
have taken the following subjects: (i) Religious Knowledg'e; 
(2) English; (3) History of England; (4) Latin; (5) French; (6) 
Mathematics; or (6) Botany. P.U.S. candidates are advised to 
take (7) Botany in any case, and to add if possible, (8) Art, or (8) 
Music, as the work in eight subjects can be counted towards 
the Certificate as a whole, and, more especially, because Miss 
Mason was unwilling to restrict girls to an examination which 
meant sacrificing the wide range of the Form V. work. 

The special work in Religious Knowledge and English will 
be set during the first six months of each year, and the special 
Latin book will start in the September of the previous year, so 
that candidates may take the examination either in July or 
December of any year. 

The special sections to be taken according to the Cambridge 
Syllabus will be indicated on the programme each term. 

It is hoped that the Heads of the P.U. Schools will allow the 
u programmes to be taken until the last three terms before the 
examination. It takes six terms to cover the C.S.C. work in all the 
subjects During the last three terms it will be necessary to give 

con ?nue a Te age i™ and French ’ but * will be well to 

continue the work in European History, Citizenship Empire 

History (see Geography), till the last term, as these subiects^ll 
bear upon English History: in Science U ™ n ,1 , 
continued in addition to Botany. ’ Astr0n0m y should be 

Examination anxTthe ^arents^Uni^^k^? Scb ° o1 Certificate 
to the Director, Sb ° uld be addr6SSed 

land. The Examination Ppm 1 +• °° ’ Ambleside, Westmor- 

W. N. WilliarL Esn Svnd ^ ?° uld be obtained from 

Parents’ Union School Uavin P UlldmgS ’ Cambrid ge. The 
this Examination. g 6r llcate bas connection with 



Conditions of Membership. 


Home Schoolrooms. 

One object of the Parents’ Union School is to help parents 
whose children are taught at home, by mother or governess ta 

Preliminary questions,” framed to ascertain the physical 
and mental development as well as the attainments of each child 
are sent to members. Upon the answers to these the children 
are classified and a programme of work for a term is sent for the 
Form in which a child may be placed, together with Time-Tables, 
Regulations , Notes , and Rules. At the end of a term each child is 
tested by an examination. At Easter and Christmas the pupil’s 
work is sent up, and the parents receive a report upon it. For 
the Midsummer examination the work is not sent up, but the 
parents send their report. 

Fees (made payable to “The Director P.U.S.” and addressed 
to the Parents’ Union School, Ambleside, Westmorland): 

Two Guineas a year for (a) a family of one or more children 

under io; or 

(b) one child between io and 12. 

Three Guineas a year for (a) a family including one child 

over 10; or 

(b) one girl of 12 or over. 

Four Guineas a year for a family where more than one child 

is over 10. 

Where children of different families work together each 
family must pay a separate fee. 

It is increasingly common for a few families to combine and 
form a class or a small school. (See leaflet D2.) 

Children are admitted to the School at six years of age; 
they may be entered at any time of the year. 

Members overseas (except in Europe where the post takes 
only a few days) work a term behind in order that the books may 
be duly ordered from England. 

The Members of the Parents’ Union School must be the parents or guardians 
/ the children entered ; they must belong to the P.N.E.U. ; s u ^cription, 
5 s. 6d. a year, to include the Parents' Review, payable to the Secretary, 
^.N.E.U. Office, 26, Victoria Street, London, S.W.i. 

N B —All letters about the P.U. School and the Programmes except 
,00k orders should be sent to Ambleside. Members are asked to send 
he School Fee direct to Ambleside. P.N.E.U. subscription, money for 
>ooks, etc., should be sent to the London Office. 

rules and the keeping of a log-book. 

I The time-tables are to be hung up in the school-room. 

__ x - in , . . in turns to be school-room 

2. The children are to take it in 

monitor for the week. , p5 . t an( j 

3. The monitor is to go in 5 minutes ie or 

place all in readiness. , ,- + . 

4. Change of lessons is to be instantaneous (mar e y u 
or light touch on spring bell). 

5. The monitor is to have 5 minutes at the end of morning 
school to put all away. 

6. The school-room is to be kept neat. 

7. Bad postures are to be corrected. 

8. Excuses are not to be allowed. 

9. Careless work is not to be allowed. 



Keep a log. 

Enter any deviation from the time-table. 

Enter, day by day, each child’s successful work, thus: 

Wed., Dec. 3rd. 

Geog. L. M. ' C. 

Scrip — M — 

Arith. L.4 — C.2 etc. 

The log should be dated, and subjects entered in advance. 
The child’s initials, only, to be added after each lesson. L.M.C. 
means that Lucy, Mary, Charles have done good work. L.4 that 
Lucy has done four sums, C.2 that Charles has done two. 

An exercise book with about 100 pages would do for the 

Successful Work. Copy-books.— The letter for the dav’s 

M m blotf? 7 imit * a ? ) ’ , perfect: the rest - neat and caL 
iui. no blots, smudges or mistakes. 

pupiTs’inhiah ^ umber of right sums (first time) after the 
^tation.-Well-rntten. neat, and with not more than two 

incident^ a few words puttine < th~ Ch ' 1< * t0 tel1 tlle tale or 
out nothing. Older pupUs-wrjte L good a " d 


French, Latin, German, Recitation etc — PorWt 
of the lesson ; and so with other subjects ' * * repetlt,on 

record^ * USed “ a sp -i it is simply a 

entered 7 ^ ° f ^ “ beginnin ^ or end ^g a lesson must be 

‘M’ after a child’s initial, shows that Monitor’s duties are 
well done for the day. 

The Mother's report on the log-book, showing whether each 
child is working well, is entered on the Parents' Report at the 
end of the term. 

N y A 





State respecting each pupil:— 

J~i. Baptismal name, surname, date of birth, and permanent 

2. Height, weight, chest -girth (measuring tape to pass 
round body over nipples). 

3. Give pencil drawing of hand (carry pencil round hand 
laid on sheet of paper, palm down, fingers slightly extended). 
Indicate shape of finger nails. 

4. Does — sleep well, eat well, play vigorously, love to be 
out of doors ? 

5. Is his chest well expanded, his head well carried ? or does 
he poke or stoop, or sit with rounded shoulders ? Is he light and 
active in his movements ? 

6. Is his sight perfect ? If not, what is the defect ? Are his 
teeth sound ? 

7. Describe, very shortly, his countenance, colouring, 
features, the shape of his head. 

8. Test his power of attention, his memory, and his 
accuracy, by requiring him to say, after once hearing: — 

Down from the stars sailed the wooden shoe, 

Bringing the fisherman home." 

or some similar couplet which he does not know. Try him aeain 
in an hour. Result ? . 

9. Test his powers of observation by requiring him, without 
preparation, to name things he has seen in his walk. Result ? 

10. What are his special interests, his favourite lessons 
stones, games, amusements? 

H. Has he any knowledge of birds, flowers stones eon 
£££££• ? Whal natUral k^nes mountains, rivers’, etc.; 

oi hi sp r imens 

the numbers he can add, subtract, etc., with or *° 

m each* ’ *** Stale “PP'ox, mutely whal he knows 

■IffiflWuJi) I 


14. Send some evidence, in the ch QT ,„ * 
question, of his knowledge in , sh pe of an answer to a 

his drawing, dictation, copy-book ^iW ^ Specimens of 
(Postage should be sent if these are to be returned^ 05 * 100 ’ ^ 
I 5 - Can he read? If so ariH if * 1 

passage he has read for the first time S “ je| ? lririner . send a 
stumbles over. “ me ' markm 6 tl >« words he 

16. To which branch of the PNF tt ; f , 

belong? -r.W.R.U., if any, do you 

Kindly use discretion in answering the questions given above- 
some of them apply only to little children now beginning to work' 

A M rS , « 1 . Sent , l ° ‘ he Director ' Pints’ Union School! 
Ambleside, Westmorland, marked on the outside cover "Answers 
to Form F. 

These questions furnish the sort of information that a teacher 
would consider in placing a child. 

Secondary Schools and Classes. 

The Parents’ Union School issues a common 
for all classes of schools, Secondary and Elementary, 
Private, as well as for children in Home School-rooms 

Public and 

Boys PreparatoryTSchools . 

These schools are seriously handicapped by the necessity 
of fitting their pupils for the Entrance Examinations of Public 
Schools. Headmasters find that the History, Literature, Science 
and Art Work of the P. U. School, in which no preparation is 
required and knowledge is ensured, secure a sound foundation 
in these subjects without encroaching on the time already 
given to classical and mathematical work. 

Boys’ Public Schools. 

Headmasters would find that what is true of Preparatory 
Schools is true of Public Schools and would have the satisfaction 
of sending out a ‘reading man’ in every boy who leaves, with 
no sacrifice of time, because the periods already set apart for 
English, etc. , would enable much ground to be covered. 

Girls Public and High Schools. 

The same applies to these schools and all other Secondary 
Schools for girls and boys. 

Further, the P.U.S. affords that cohesion and common aim 

th r v! V rt te T T SCh ° 0lS - Wh T Ch they have S0U S ht - f or instance, 
through the Universities Local Examinations. These affect only 

special pupils m most schools, whereas every child in every class 
receives fresh impulse from the P.U.S. y 

All Schools are qualified to use the Par^n+c’ ttt,- c i_ * 
curriculum upon the following conditions U Sch ° o1 

1 That the programmes shall be worked out in . 

subjects as possible, including all Ihe hisCicZ rT^ 
saentific and art subjects, thfoughout Th' 

» Krr r " ™ 

ru n s Scho ° i is divided usuaii y fit 


ii. That the proportion of time given to each subject (see (i) 
above) shall be not more nor less than that stated in the 

iii. That each pupil shall have, and read to himself, his own 
hooks, as set in his programme. 

i' • That sets of answers shall be submitted for examination 
at the usual times ; one set for each of the P.U.S. Forms. 
That ull the members of each Form take the examina- 

Teachers are earnestly advised not to try this method with 
old specimen programmes. By doing so, they would work behind 
the rest of the P.U.S. , and would not be able to follow the current 
programmes nor take the examinations which are an essential part 
of the method. It is disastrous for any school to pick a few books 
from old programmes and attempt to work with them. The 
attempt would fail because, simple as the Regulations of the P. U. S. 
are, each of them is essential, and a school in which the examina- 
tions are not taken is practically wasting time on the books and 
would do better work on whatever scheme it is at present following. 

It is increasingly common for a few families to combine and 
form a class or a small school. 

Classes (of not less than ten children) may be registered on 
the same conditions as schools. All schools and classes may be 
admitted at any time. 


Fees (payable in advance, to the Secretary of the P.N.E.U. , 
26, Victoria Street, S.W.): — 

Four Guineas a year, which entitles members to all the papers 
of the School. 

Three Guineas a year for Schools or Classes in which no pupils 
are above fourteen years of age. (Forms I, II and 

Two Guineas a year for Primary Schools or Classes in which 
no pupils are above twelve years. (Forms I and II). 

\ demand has arisen in various P.U.S. Schools and Classes 
iat the work of each pupil should be sent up for examination 
ad report. This should give the parents the opportunity to 
iterest themselves in the work of the School their children attend 
5 they already do in that of the home schoolr oom; yet, though 

* It is found that pupils giving full attention need (1) less time than is 
rr Hron in crhnnk ( 2 ) no revision. 


. .. c ti,o in a school is desirable, 

this individual examination of the p p 

i, is by no means compulsory. Schools and 

Classes ^can receiveTeparaTe Programmes, Examination Papers and 
Reports on the children’s work. 

Fees i — 

One Guinea a year for (a) family of one or more children under 

io ; or 

(b) one child between io and 12. 

One and a half guineas a year for (a) a family including one 

child over 10; or 

( 5 ) one girl of 12 or over. 

Two guineas a year for a family where more than one child is 

over 10. 

(N.B.— This rate of payment is half that for Home Schoolrooms, 

see D.). 

In this case the fees* of members belonging to the School or 
Class should be forwarded once a year by the Principal of the 
School to the Director, Parents’ Union School, Ambleside, West- 

The Heads of Schools where each pupil is a member of the 
P.U.S. in this way are not liable for the usual Schools’ fee. 

P.N.E.U. Schools. 

A School which takes three-fourths or more of the subjects set 
in the Programmes of not less than four Forms, and sends in the 
required number of test papers (one only from each Form exam- 
ined), is a “P.N.E.U. School.’’ 

A School (for children under 12 years of age) in which only the 
work of Forms I. and II. is taken is a “P.N.E.U. School (Prim- 

(House of Education, Ambleside.)’’ 

members (OfThe adopt * n § ‘his scheme must be 

• (SUbSCrIpt,0n ’ addUi ° M ‘. ‘5/6 to include 

IS f 


Register of Schools. 

Parentc? e T 8 T iSter c * ec ° nd y Schools and classes working in the 
Parents Umon School is kept at Ambleside and the PNEU 

office and a hst appears occasionally in the Parents’ Review. Schools 
which fail to send in satisfactory sets of examination papers for a 
year without sufficient reason, or to observe the other conditions 
are erased from this Register. s . 

p sch ° ols and classes are visited by the officers of the 

P. N. E. U. The Organizing Secretary is ready to visit the Schools 
at any time and solve any difficulties that may occur in the work- 
ing out of the scheme. 

The Committee of the P.N.E.U. take no responsibility with 
regard to these Schools, beyond accepting the assurance that thev 
wor in the Parents Union School ; but prospectuses may be sent 
to the Secretary who will arrange for them to be seen by those who 
enquire at the P.N.E.U. Office. 

N.B.— All letters concerning the School and the Programmes 
except book orders, should be sent to Ambleside. Members are 
asked to send the Schools’ Fee, P.N.E.U. subscription, book 
money and orders for books, etc. , to the London Office. 


Conditions for P.N.E.U. Recognised Schools 
using P.U.S. Programmes. 

A. All schools following Parents’ Union School programmes 

must be open to inspection by official visitors. 

B. A school can only be placed on the Register of "recognised 

P.N.E.U. schools" and on the list published occasionally 
in the ‘ ‘Parents’ Review’ ’ if it fulfils the following condi- 
tions. : 

1. (a) That the Principal and Staff are familiar with Miss 
Mason's books, and, (b), that they are therefore able to 
carry out the programmes with some knowledge of the 
underlying principles. 

2. That the school has worked in the P.U.S. for one year, 
and has sent in satisfactory examination papers at the 
end of each of two terms. 

3. That in respect of its general conditions, character and 
atmosphere the school has satisfied the official visitors 
appointed by the Committee. 

C. The name of any school on the Register may be removed 

unless such school continues to satisfy, in respect of these 
conditions, the official visitors who will revisit it from time 
to time. 

D. Only such schools as are thus recognised may call themselves 

"P.N.E.U. schools," or use the P.U.S. colours. 

Before a school enters the P.U.S. , it is hoped that the Principal 
will arrange to meet one of the official visitors, preferably at the 

ll ° r ' m the ^ ° f schools in distant parts of the world, 

a the Pruidpai will correspond very fully with the Director of 

t he P.U.S., and will give such due assurances as are required. 


// |s> fof 



Name of School. 



I desire to introduce the P.N.E.U. method into my School 
and to be entered on the P.U.S. Registers in order that I may 

receive the proper Programmes and Examination Papers term 
by term. 

My School consists of Boys Girls. 

These are divided into: 



Form I. (A & B) P.U.S 

,, II. (A & B) 


,, IV. 1 ” 

„ V. 

,, VI. 


I shall send the required test papers (and only those) to 
Ambleside after the Easter and Christmas examinations unless 
prevented by some serious difficulty. 

( Signed ) 

' Master * 
Head ] or 


{Date) 19 

N.B. — -Please return or acknowledge receipt of this Form within 
a week. 

Address : The Director, 

Parents’ Union School, Ambleside, Westmorland. 

* One of these should be crossed out. 

Conditions of Membership. 


public Elementary Schools. 

T P Trcho""„d a Secondary^" Publ^ 11 and' 

Privates well as lor' children in Home School-rooms. 

- s sirs 

^he teachers and with a view to the well-being of the nation. 
Exponents prove that the scheme works remarkably well in 
such schools. No fees are required. 

The Head Teachers of Public Elementary Schools may become 
members of the P.N.E.U. ; Subscription, 7/6 including the Parents’ 
Review, but this is optional. 

Elementary Schools are qualified to use the Parents’ Union 
School curriculum upon the following Conditions 

i. That the programmes shall be worked out in as many 
subjects as possible, including all the historical, 
literary, scientific and art subjects, throughout the 

ii. That the proportion of time for each subject shall be not 

greater nor less than that stated in the Time-tables. 

iii. That each pupil shall have, and read for himself, his 

own books, as set in his programme. 

iv. That sets of answers shall be submitted for examination 

at the usual times; one set for each of the P.U.S. 
horms. That all the members of each Form take 
the examinations. 

The Fresh Programme every term does not mean that the 
00 s are renewed each term; most of them take three years to 
read so that teachers can easily estimate the work for one year 

the sarnp 0 ^ 00 ^ e current term s programme by adding on about 

used for Ruitaf n* 1 °' ^ succeedin g term. The books 
and d the Pictu^cT R * adtn S> including Plutarch’s Lives, 
about the same ' , eac . term> ^ut are replaced by others of 
Simated “ d PnC6 ’ 80 that the c °st can readily be 

p phi ((ff j 


The Cost of Books is an outlay in advance for, say, three 
years ; at the end of that time it will generally be found that the 
cost falls within the usual average for the school. 

No Expense but that of books attends the introduction of 
this work into Elementary Schools. 

The Classification of the Pupils is another matter for con- 

The seven standards of Elementary Schools may be easily 
brought into line with the first four Forms (six divisions) of the 
P.U.S. Forms VI. and V., for which a large number of books is 
necessary, w'ould not often be attempted in these schools. 

The following adaptation is suggested: — 

Standard I. = Form I. B. 

II. = ,, I. A. 

,, HI. = ,, II. B. 

,, IV. = ,, II. A. 

Standards V. & VI. = ,, III. 

or, ,, VI. & VII. = ,, IV. 

But this is a matter for teachers to decide. 

The length of Time in each Form rests with the teachers. 
More of the Programme might be taken by Standard VII. and 
more independent study required, and less by VI., to mark a 
difference. This applies to Standards III. and IV., if they, and 
not the higher standards, are grouped. The whole of these pro- 
grammes is worked in Home schoolrooms in the hours of morning 
school, with a half-hour interval for play and exercise. Half-an- 
hour a week on each of the special books (excepting those set for 
Reading) is generally sufficient, thus leaving a wide margin for 
other necessary work. It is desirable that children should buy 
their own copies of Scott, for example, or Shakespeare whatever 
may be set for reading and recitations — so that these may be read 
at home as well as at school. 

As there is no Home Work in the P.U.S., children would no 
doubt have leisure to read some part of their volume of Scott or 
other story books at home (to their parents). Also, they should 
be enabled to read occasionally books of fun and adventure not 
set in their school work, in which the literature is meant to illus- 
trate the historical period studied. Local authorities will no 
doubt usually provide the books. Such authors as Kipling, 
Ballantyne, Marryat, Stevenson, Kingsley, Fennimore Cooper, 
“Lewis Carroll,” Charlotte Yonge, Tom Hughes, Sarah Tytler, 
Strang, Louisa Alcott, Jules Verne, will afford stories of thrilling 



. . A nnt to trv this Method with 
Teachers are earnestly advised t V wouW work behind 

old specimen «"»«• no be able to follow the current 

thera *° f ‘ h ^r'^e“e eZinations which are an essent.a! 
programmes nor take 

part of the method. of the curren t programmes 

No cost whatever attends books from old 

and it is disastrous for any f ^ them. The attempt 
programmes and attempt to ^ lations 0 f the P.U.S. are, 
would fail because, simp h( J[ in whic h the examinations 

each of them is essential, a • the books and would 

are no, taken is following. 

Kof + pr work 

" 'Teachers having 

® be°jr,akin g up the Method and 

should get into touch with the Organizing Secretary of the P.N.E.U. 


When scholars from Elementary Schools pass on to Central 
Schools they should usually continue in Form IV. until they are 15. 
After that, from 15 to 17, they should pass on to Form V. and 
later to Form VI. The P.U.S. Forms are graded according to the 
intelligence proper at a given age. 

N.B.— All letters about the School and the Programmes 
should be sent to the Director, Ambleside. P.N.E.U. subscrip- 
tions should be sent to the London Office. 


(for Parents of Children attending Public Elementary Schools 
working in the P.U.S.). 

The Associates' Subscription is 2/6* a year, to include both 
heads of the household. This will be used by the P.N.E.U. 
Executive Committee to defray cost of magazine, pamphlets, 
library books, lectures, and postage. 

A Group of Associates can be formed at the request of the 
Head of the School, and the membership shall be confined to the 
parents of that school and of any other the Head may invite. 

The Hon. Secretary of the Group shall be this Head Teacher 

itisr or her - The arra — sha11 bt 


4<p 11 “ suggested that addresses should be arranged on 
Parents Union School” methods and principles, on the use o 
books picture talks, the training of children, their physical care 
habit-formation, etc etc. Nature rambles could also be organ’- 
* 1 e fl' J T he Education Series and the publications of the 

P.N.E.U. should be found useful for such talks. 

The Executive Committee will be prepared to send lecturers 
when desired. 

One copy of Home Education will be supplied to each centre 
as well as such other books and pamphlets as may be found desir- 

One copy of The Parents’ Review for every six Associates 
will be sent to the Head of the Group to be circulated. 

21 rtpfmtH 


The Group System. 

. Mr H W Household. Secretary of 
Extracts from letters by Mr. H. W. 

Education for Gloucestershir . 


12: 11. 1921. 

"The ve ? heavy «** 

dredu^he'expendhme. The addition of new Schools to the 
tg l“st of those now following Miss Mason’s programmes would 
otherwise become impossible. . ^ 

The problem of reducing the cost has engaged Miss Mason s 
attention for some time past and she has been watching the experi- 
ments which have been made in a number of our Gloucestershire 
Schools. As a result she has recently given the following advice 
to the Head Mistress of a School in Norfolk, and she was kind 
enough to send me a copy of the letter, — 

'I think,' she says, ‘I see how your School might be supplied with books 
at really a small expense. I am sending you programmes of Forms I., II. 
and III. (with a minimum list), which would probably cover your School. 
The correct thing is for each child to have a copy of each of some half-dozen 
books, more or less, according to the standard she is in; but where there 
is real difficulty about expense a little organisation will reduce the cost. 
For example — in Form III. (your Standard VI & VII), as much of the 
reading is silent the class might be divided into 5 groups, each group read- 
ing a different book; in that case, the Form could be worked with 6 copies 
of each book, that is, the class-books might be provided for something like 
3s. 6d. a head in this form. The books for the use of the teacher only (in 
class), cost as you will see about 2 guineas in addition (in Form III.) but 
all of these are permanent, while the three for literature change with the 
period of Histon being studied. The same methods of working would 
* PP ;' F , 0 ™ n ' "I 1 "' silent " ;adl "K is done. You will see that nine of 

»ov h niT •' m re,d aloud by the ‘““She*, so that only a single 

copy is necessary. J & 

some mvTJ t0 f. measure °f enforced economy and 

om to add tW lb" 8011 Hke reS6nt 1 wish ' ^ere- 
’ to add that the experiments, which were 

reasons of economy, have more than justified 
educational grounds. J mca 

class reading, when" the bdghter^tol ^ ° ften over ' much 

back to the § pace of the stower Wh ° f kept 

into three, four or five groups 'thi^ 11 th , G , class ls broken U P 

groups this cannot be. Nor is it any 

were undertaken for 
themselves on 

1 1 j?3) (S> 


longer possible for the teacher to intervene unduly between the 
child and the book. 

The result obtained by the methods and the books have 
been surprising from the beginning; but in some of the Schools 
that are working on the group system they are nothing short of 

As a competent judge remarked on seeing some written 
narration, Such work definitely moves forward our conception 
of the limits of the possible.’ ” 


15: 2. 1924. 

“I find that a number of the P.N.E.U. Schools have been 
ordering their books from the leaflet which sets out the list of what 
are called the “Necessary Books.’’ That list gives the absolute 
minimum without which a School cannot work. Happily we are 
not restricted to the minimum, and the full programme should 
always be consulted in ordering rather than the leaflet. 

We have always considered it desirable that there should be 
at least as many P.N.E.U. books for each class as there are children 
in it, so that there may be no need to use inferior books and all 
the children may be able to use books that are on the programme 
at the same time. It is understood of course that there will not 
be more copies of any one book (except the Shakespeare) than will 
suffice for a fourth or a fifth of their number. 

This group system of working (which was adopted for reasons 
of economy, but has proved itself to be desirable on educational 
grounds), cannot be followed satisfactorily without a good many 
more books than the “Necessary Books,’’ particularly in the 
lower forms. Without an abundance of books for the children s use 
the reading will deteriorate. It is often desirable for the children 
to use books that the leaflet marks for the teacher. The following 
are all books on this term’s programme that are being used, some 
in one School, some in another : 

Tommy Smith’s Animals. Within the Deep. Pilgrim’s 
Progress The Age of Fable. Round the Empire Stones from the 
History of Rome. The British Museum. Ourselves. The Golden 
Fleece. Fighting for Sea Power. 

Some of the smaller Schools 
difficulty in conducting Forms I. A and a • ana 
separate units. It may not be wise to H A 

Later .hey will probably find that thjy can. ’ 

often develop a surpnsmg power o wo , g Y 

£1 fiip 


two, different Schools will ^^^“he^faStClass is taking 
the capacity of their i|^ Fflnn I. B-and many are 
the “Tales” and English Hist y e$sful start with written 

promotion will be ready to do most 

o( the work of Form I. A. chiMr e„ who can get 

There will of course always childrenj if , he 

on faster than the majori y always do in addition some of 

Form I B work is being lto« *ar i| lo.^ wjse to 

the Form I A work. Or if. ■ cerlain subjects , as it 

give the whole group Form t- rj brighter 

g, be af 

group could take by themselves the ^tones^Jrom^the^ 

Rome of Form II B, which they would not otherwise see. 

But though A and B books can be thus interchanged the books 
for Form II. should not be used in Form I. or the books of Form III . 
in Form II. This was Miss Mason’s own rule. She felt that the 
children’s sense of promotion when they were moved up lacked 
something of its natural pleasure when books were forestalled in 
this way. 

With the books that are read aloud (which vary very much 
in different Schools according to the capacity of the children and 
the confidence of the teachers) it might be well generally to take 
the Form A books. It would be a pity to miss The British Museum 
in Form II., and disastrous to omit the Plutarch which children so 
surprisingly delight in. 

In Schools that are making their first beginning the work of 
Form III. should not be attempted. Form II. will provide ample 
scope for the first year. 

In no circumstances whatever should the practice be adopted of 
allowing two children to read from a single book. 

The following “time-table” may be useful as a suggestion— 
but only as a suggestion Children can begin the work of Form 

etween the ages of 6 and 7. In the more progressive Schools 
(among which are many quite small ones) they will, as a rule, be 

vears latT 0 ^ 10 ?/ 0 Forn ? 1 11 * 9 or 91, and to Form III. three 

Form III anrl ^ nera By be necessary to spend two years in 

wm n niahl T* ° f the SmaU Schools the work of Form IV. 
will probably only be attempted by exceptional children. 

wherMprobablvlvIri T* enco, f aging to add that almost every- 
its difficulties The rTffn ei< T wlt ° ut exce ption) the first term has 
term! as M L h °" Cv f : disa PP^r m the second 

Method and $ ha - ^ith-faith in the 

• Difficulties indeed are undoubted- 

X 1 

fbose I would advise a re-reading 

Children should not be expected in co* l , , 

ad f h T’ T d hUVe eXplanations Torcld 

which they do not feel the need. Thev opt F . °’ 

play 0/ Shakespeare if we let them take what they clnTZJfJil 
perhaps less than half of it ; they would only hate it if we insisted Z 
their solving all difficulties, knowing the meaning of all words hunt 
ing up in laborious notes all allusions. If they enjoy the Play at 
the age of ten, they may understand it at twenty. Examiners and 
lecturers and compilers of editions have too often killed enjoyment 
in the past, and for that there is no compensation, no atoning. 

Note on Rural Pupil-Teachers taught in P.N.E.U. 


It looks as though all rural Pupil -Teachers taught in P.N.E.U 
Schools would before long be following the programme for Forms 
IV. and V. for most if not all of the necessary subiects.” 



Admission Form for Elementary Schools. 



Name of School 

I desire to introduce the P.N.E.U. method into my School 
and to be entered on the P.U.S. Registers, m order that may 
receive the proper Programmes and Examination Papers te.m .V 

term . 

My School consists of Boys 

These are divided into : 



Standards I. & II. = Form I. (A & B) P.U.S 

„ III. &IV. = „ II. (A&B) 

V. &VI. = „ III. 

,, VII. & VIII = ,, iv. 


I shall send the required test papers (and only those) to 
Ambleside after the Easter and Christmas examinations unless 
prevented by some serious difficulty. 


| Master * 
Head l or 

) Mistress . 



N.B .-Please return or acknowledge receipt of 
a week. 




Address’. The Director, 

Parents Union School, 

Ambleside, Westmorland. 


Answers to Questions 

The Working of the Programmes. 

We have received some interesting questions about the 
Parents’ Union School which may be best dealt with in a general 
statement. The immediate object of the School is to bring good 
and up-to-date teaching to families whose children are taught at 
home. Many families, in Great Britain, in the Dominions and 
on the Continent, have availed themselves of the School, and 
most of these show very kind appreciation of our methods and 
their results. The percentage of idle families where the work of 
the School is not done thoroughly and systematically becomes 
smaller year by year, and nothing could be more encouraging than 
the difference between the sort of papers sent in, say, twenty 
years ago and those sent in to-day. We think we have introduced 
systematic and thorough work into many home school-rooms, and 
the boys and girls taught in this School commonly do exceptionally 
well if they go to other schools. The P.U.S. methods and curri- 
culum answer fully as well in the large classes of a school as with 
the few pupils of the Home School-room, and parents have a wide 
field to choose from in the large number of excellent schools in 
which this work is carried on. The object of this organisation is 
not merely to raise the standard of work in the schoolroom. Our 
chief wish is that the pupils should find knowledge delightful in 
itself and for its own sake, without thought of marks, places, 
prizes, or other rewards; and that they should develop an intelli- 
gent curiosity about the past and present. Children respond and 
take to their lessons with keen pleasure if they have even tolerably 
good teaching; and the want of marks, companionship, or other 
stimulus is not felt in those home school-rooms where the interest 
of knowledge is allowed free play. 

Certain means are adopted to secure this delight in know- 

ledge 1 — 

(a) For every term there is a fresh fro S ramme, up-to-date as 
regards matters of public interest and t le 00 - s se . 

not mean that the books are renewed each term; most of them 

last three years. 

(b) The children use a little library of le* son-books ; of l.tera^ 
value and lasting interest, and we are constantly rece.vmg letters 

^,1 pZLpA-Cj/ll <o! 

3 2 

• .i_ _ Tt ic a larere part of educa- 

which say how they delight ®** ry w hen we hear of 

tion to handle good books in such and such a Form ; 
parents wishing to dispose of sort to be possessions for 

those set in the School are usually ofa sort to ^ and 

a lifetime. We congratulate ourselves on^ ^ 

generous attitudetaken upby^p ^ that most pare nts of 

Union School feel that it would be better 
things than without the best books, various 
. . 6 -t_iu <c c+urlipQ As a matter of 

generous - ' \ wp helieve that most parents oi 

to do without many things than wi tud j es 

f b a°ct kS and uneducated people is 
that' the former know and love books; the latter may have passed 

(c) We feel it would be desirable to obviate examination marks 
altogether; but it is necessary that parents should have some 
means of judging whether their children are or are not making 
satisfactory progress, and this information is best given by means 
of marks which represent, not a numerical value but a remark, 
such as ‘good,’ ‘fair,’ ‘excellent,’ etc. 

(d) One more point comes before us from time to time. Some- 
times people expect their children to begin at the beginning of the 
various books used in the respective Forms. Now the Parents' 
Union School is like all other schools in this, that it is impossible 
for new children when they join a Form to begin at the beginning 
of every subject taught in that Form; nor does it really matter. 
A historical or scientific subject has only a nominal beginning; 
the important thing is that children should grip where they alight, 
should take hold of the subject with keen interest, and then in 
time they will feel their own way backwards and forwards. This 
is. not true of all subjects — Geometry, English Grammar, Latin 
Grammar, and Arithmetic, for example— and in these there is 
usually work in a lower Form on the programmes. Where this 
does not meet the case, parents or teachers are at liberty to set 

Ihprl 0U T, ^ Ue ,ri° nS i exam | na ti° n on any subject in which 

counted ir/th 1 CU anC * to g * ve tbe * r own mar ks, which are 
annW £ total ; . % this means and by the over- 

difficulties *em To be' a” ‘° F ° rm ' praCtiCa ‘ 

ota^T'of^tfSch^' Tto t0 “V ~ 

of the method that children should take he f , S “ CCeSS 

on the set work . 01 take termina l examinations 

been brought iorwlrd^J^fh is another matter that has 

have to work three or four Former 1 ™ 0 ” ° ne g0Verness m W 

forms. Supposing that children in 


a I pzfptftu W 

Forms I., II. and III., are in the schoolroom the governess will 
probably take II. and III together for elementary science or 
nature knowledge, and for historical subjects. For arithmetic, 
reading, etc., the classes must work separately. Again, if a 
governess has Forms III., IV. and V. in her schoolroom, it’is not 
desirable to work them together, but the habit of independent 
study is very desirable, the teacher giving direction, stimulus, 
examination of work, and working with one Form while the other 
is studying. This difficulty is not felt in schools as the classifica- 
tion of the P.U.S. appears to correspond with that which generally 

Pupils of seventeen who have kept up to the P.U.S. standard 
in, say, Latin and Mathematics, should be able to take the Cam- 
bridge School Certificate Examination on the Form V programme 
(see leaflet D) . It is desirable for girls of eighteen who have been 
brought up in the Parents’ Union School to enter the House of 
Education for two years, if they propose to take up teaching as a 
profession. (See Training College Prospectus, leaflet A). 

It may be asked: is it not possible to pay a fee, receive the 
papers of the Parents’ Union curriculum and make as much or as 
little use of them as one thinks fit? This appears, in the face of |t'- 
it, an attitude justifiable from every point of view, but by 
admitting that position we should be doing serious harm to the 
cause of education and adding one more patch to a garment, 
already a patchwork over which most of us grieve. 

Four conditions are attached to the use of the Curriculum. 
Great pains have been taken to secure that these conditions should 
press as lightly as possible upon Schools ; only a single test paper 
from each Form working the Curriculum should be sent up ; it 
would not be possible to ask less of Schools whose Heads wish to 
help in a very important educational movement. 

Those who do not regard education as a vital whole but as a 
sort of conglomerate of good ideas, good plans, traditions and 
experiences, do well to adopt and adapt any good idea they come 
across. But our conception of education is of a vital wioe, 
harmonious, living and effective. Therefore, every plan rises 
out of a principle, and each such principle is a part o a i\ 1% tc 
cational philosophy, and does not very well bear to be broken o 

and used by itself. 

Narration, for example, which is to us no more than a simple, 
natural way of expression, giving the habit of clearan 

tive speech, might easily become the ea m f c teach all 

which has been imported from elsewhere, use q{ 

sorts of things, vocabulary, composition, an so 


flt 0 nce how that might become 
down) an incentive ‘° muc 

marks assigned to \^ ola ; ^ s age and Form but have no 
is above or below the f “ tha t there may be no undue 

relative place value B»t m ness on the part of the 

pressure on the part °' ta f ' lect of interest in knowledge, 
scholar to obtain marks to t g ^ ^ the best papers, but to 

the maximum ■factory progress for the age and Form of 

papers showing quite satisfacto y j> 

the pupil. 


Examination Regulations. 


i. Examinat on to begin on a Monday and to occupy a full 
school week Each subject to be examined upon in its own I 
time, and the examination on each subject to be taken 
in the periods allowed for it in the Time-Table. If the 
allotted time is not required for any subject the margin 
may be given to some other subject which requires a 
longer time. Work that cannot be got into the allotted 
time may be left, but all the time on the Time-Table may 
be used. Only those Schools and Classes in which there 
are children who cannot write their own work may take 
longer time for the examination if necessary. 

Oral Examination. 

Parents’, or Teachers’, Report.* 

*2. Recitations and songs to be heard by the Father, when 
convenient, he giving a mark for each piece. 

*3 When selections have to be made, as “Describe four’’ (out 
of twenty), “Narrate three’’ (out of twelve), the Father 
to select. 

*4. A Report is sent to be filled up by the parents for all those 
subjects in which they examine or inspect the work of the 
term. The total of the marks to be added up. A report 
on the term’s log-book to be added. Names, in full, 
ages, and forms to appear on the Parents’ Report, and 
the Report to be fastened in front of one set of the Examina- 
tion Papers ; one Parents’ Report for each family, but, in 
a class, one for each family belonging to the P.U.S. 

*5 The Parents’ Report on the Christmas and Easter Exam- 
inations will be returned with the Examiner’s Report 
after the necessary entries have been made in the School 


Iethods of Marking. 

*6. To arrive at the maximum of 100, it is well to fix on a given 
highest mark, say 5 or 

* This Report is optional in the case of Schools 

jit pkof until Gi 


* 7 - 

* 8 . 

* 9 - 


gain this highest mark, the maximum of 100 may be 
pntcred in the Report. 

entereu subjects: the marks 

^wn^ericaf value but only represent a remark. 

Highest Marks, in each subject, 100. 

Fairly Good Marks , , 75 - 

Fair Average Marks ,. o and under. 

Below the Average . . •> 

For Nature Note-Books, Century Books, &c the marks 
should show whether work is incomplete, and not neat, 
oHs good and well arranged. Similar marks to be given 
for Needlework and other Handiworks. Needlework to 
be reported on by the Mother ; other subjects to be reported 
on by the Father or outside friend. The maximum of 
100 signifies that work is thoroughly well done. 

The Copy-books, Drawings, &c., of the term to be inspected 
by the Father, who will give marks for each Writing- 
book according as it is neat, clear, and well written, and 
for each Drawing-book, or single Drawing, according to 
4-bfx rnrrprinpw find STlirit of the WOrk. 

Questions other than those Set. 



*10. The Examiners of the P.U. School (University men) exam- 
ine upon the set questions only. In the event of other 
fj 00 ' q uestions being substituted ( for whatever reasons) for 
those in the Examination Papers, the answers must not 
be sent up, but must be examined by the .Parents or 
Teacher, who will enter the proper mark for the subject 
in one of the blank spaces left in the Parents’ Report. 

Written Examination. 

11. In Form I.B., Mother or Teacher to write down the Narra- 
tions, &c., in the child’s words. Each child should 
answer every question. Form I. A to write (first year) 
one answer, (second year) two or three answers : Form 
| II. B to write two or more answers in each subject; in 
Forms II. A, III., IV., V., VI ., the pupils to write all 
their work in ink. 

Schools: In Schools where the Forms are large, perhaps 
the elder scholars might help with the writing of the 
younger children’s work. Also— 

i n *is:zr:zr::£i7 each i z Forms working 

up from anv onp Form tk P more than one set of papers to be sent 

their own answers To b^'or^ ™ nation for ^ren who cannot write 
tneir own answers to be oral except for the test papers required . 


(2) Schools which work the six Forms (I .-VI.) to send up six sets of 
answers; four Forms — I., II., III., IV., to send up four sets; two Forms 
( e.g ., Preparatory Schools for children under twelve) two sets; one Form 
(e.g., Infant Schools) one set. Forms I. and II. are divided each into two 
sections, and they send up sets of answers in turns, one at Christmas and 
one at Easter. An oral examination is sufficient, or, a report on one child's 
work (in schools ) for IB., but papers, or, a report on one child’s work, should 
be sent up if there is no IA. work. There may be two divisions in Form 
IA. (I A., and Upper I A.), which should send up papers in turns. 

(3) The number of pupils taking the examination in each Form to be 
stated on the form for signature. 

(4) The work of a different scholar to be sent each term. 

12. Answers to be written on Cambridge paper (which may be 

obtained at the P.N.E.U. Office), and on one side of the 
paper only, and all the sheets written by one scholar to be 
fastened together. Drawing paper to be cut to size. Each 
question to be written above each answer. The ques- 
tions to be dictated or written on the blackboard and 
copied. There is to be no speaking whilst this is being 

13. A separate sheet of paper to be fastened in front of each 

pupil’s set of answers, bearing full name, age, class, 
number of Examination, and a numbered list of Subjects 
sent in for Examination. The list to follow the order 
in the Examination Papers and the papers to be arranged 
in the same order (the sheets dealing with any one subject 
following each other), and firmly fastened together. In 
the case of a school, the name of the school to be given. 

14. The form enclosed for signature to be attached to one set of 

papers. The papers of different pupils must not be 
fastened together. 

15. Papers sent in not bearing the Member’s name and address 

will not be examined, as this is the only means of identi- 
fying pupils on the Register. 

General Observations. 

16 Their examinations should afford moral training to the 
pupils, and should be conducted with absolute probity. 
Worry and excitement should be discouraged. Order, 
quietness and cheerfulness should be maintained. 

17. The questions must not be read beforehand to the pupils. 

18 No lessons or other information bearing on the studies 
must be given to the children after the Examination 
Papers have been opened, and no school-book must be 
opened except as required in Languages. 


l pA*pi\jU 

Members over-seas. work a term behind 

I9 ' M “to«"afS P du.y ordered from Eng.and. 

/ mer cpas members, etc., are posted, 
20. Examination Papers for - envelope to be kept till 

with the Programme , ‘ f examination should 

the oxaminatron and June. Those 

Sefvedtlween June and November will be held over 

till the next examination. 

Date of Examinations. 

So much confusion has arisen from the effort to adjust the 
Examination to the varying date of Easter, that the foil- 
lowing plan has been adopted : 

_ . • „„ nn t on the Saturday which falls a fortnight 

E befor X e a Good Friday, unless when Easter falls exceptionally early. 

Summer Examinations are sent out on the second Saturday in July. 

Christmas Examinations are sent out on the Saturday which falls a fort- 
night before Christmas week. 

The exact date is always announced in the Parents’ Review under Our Work . 

At least ten weeks’ work should have been done on the programmes before 
the Examination. 

N.B. — Any communication from friends about the answers invalidates a 
pupil’s work. 

Children under six should have no examination. 

Summer Examination. — Parents and teachers examine all 
the work, written and otherwise, and send in their 
reports only. No work is to be sent up. This examina- 
tion is optional. 

The Examination Papers at Christmas and Easter only 
to be posted to The Director, Parents’ Union School, 
Ambleside, Westmorland. All papers to be packed 
at. over to bear number of Examination and the 

[“V’’ e ' g " " Examination 106 : For ms I. A, 

N ' B ‘ (a) 7tIot Pa fr WU1 n0t be retUrned unless a sufficiently 

covering hf’ St * mped and addressed envelope or 

No letters nr 7° Wltb tbe Examination Papers. 
No letters or cheques may be sent in the package. 

(&)— The examination of the nanprc ,„;a , 

entry of reports etc to u P P f ’ th the S1 g nin g’ and 
y reports, etc., takes about seven weeks. 


rorm to be signed by the Parent or Teacher conducting 
the Examination and fastened to the Papers. 

3 fjereby Certify that 

these Papers have been 
worked in accordance with 
Regulations 17 and 18, 4 

are free from infection and 
are the unaided and uncor- 
rected work of 

( Insert here names of Pupils, 
e.g., Mary Dover .) 

Form I.B ( ) 

- TA( ) 

„ II. B ( ) 

„ ILA( ) 

.. HI. ( ) 

.. IV. ( ) 

.. V. ( ) 

VI. ( ) 

*^In the case of a School state also the number of children working 

in each Form. 


Name and Addressf in case of a (a) Family 

(b) School 

Are these Papers to be returned ? If so, use special 

P.U.S. envelopes, which must be fully stamped. Envelopes 
should be marked : “Examinations from Forms, e.g., I.A, II., 
III., V.” Work from schools and classes should be sent in 
one parcel containing stamped and addressed return cover. 

Any change of Address should be notified and the name of th. 
MEMBER must appear. 

4 ° 

Analysis of Time 


Forms VI. and V. 

(Periods of 30—45 mins.). 

hrs. mins. 

English (including History, Grammar, Literature, 
Economics, etc.) 








Forms IV. and III. (Periods of 20—45 mms.). 




Drill, etc 



3- 0 

4 - 45 


Form II. (A. and B.) (Periods 20 — 30 mins.). 

English, A 


Mathematics, A 



Languages, A. 










Drill, etc. 


XI | 

Form I. (A. and B.) (Periods 10 — 20 mins.). 







1. 10 


N.B. 1. The lighter portions of the Literature, verse, play or 
poems are read for amusement in the evenings and also 
in the holidays. 

2. Less time may be given if desired in any Form to Science 
and Modern Languages and more to Classics and Mathe- 
matics. The English periods may not be altered. 

3. Music, Handicrafts, Field Work, Dancing, Nature Note 
Books, Century Books, are taken in the afternoons. 







V l 

5 . 1 

9 - 0 — 9 ~J» 

Old Testa, meet 

New Testament 


Old Testament 

New Testament 

Week's Work 



Natural History 




A History 
E Reading 

















Picture Study 


10-0 10-20 







I 0 - 2 O—IO -35 I 




French Song 


1 Sol-fa 

iO' 35 — IB‘5* 

Dancing or Flay 

Play or Drill 

Dancing or Flay 

Play or Drill 

Dancing or Play 

1 Play or Drill 

10-50 — SI-IO 





Natural History 


II-IO— U-20 






Brush -Drawing 

J J -20— It -30 







N .B No r 1 Home Work . ' ‘ f ' Narration ' 1 (Oral) at the end ol each lesson . Form Upper I . A , an occasional written narration , 


jjpirfhnau /o| 

FORM II. (AS 5 B) 








Old Testament 

New Testa ment 


Old Testament 

Picture Study 

New Testament 


(oral and written) 

Ar itlimetic 
(oral and written) 

Natural History 

(oral and written) 

or, IKA (2nd year) 
Geometry qt 

(oral and written) 

9 ’5Q — lo-it* 

Dictation and 

English Grammar 
and Parsing 

Dictation arid 

French History 

Plutarch's Lives 

A Latin 
13 Dictation and 

10-20 — 10-50 

Drill and Play 

English Song 
and Play 

Drill and Play 

French Song 
and Flay 

Drill nnd Play 

Sol-fa and Play 

ra-50 — 11-0 

Feper i} ion 

Bible (G,T;) 



Map of the 


Bible fN .T ,} 

Week's Work 
— “Tshtt — 

ti-Ei — 11-30 


English History 

1 Geography 

English Grammar 
and Analysis 

Natural History 

A General History 
B History 


A Latin 

B Dictation and 



A Arithmetic 
B Dictation and 


N.B, — No ■•Home Work. Nana lion" (Oral or written’! nt Iht end of each lesson. Form A. two wTitten nonratioru at the 
end of two lessons each day (in ruin-) : lit one. 


FORM 111. 





>, F. 


9 -o — 9 *JO 

Old Testament 

New Testament 

Natural History 

Old Testament 

Picture Study 

Nfcw Testament 


(oral & written) 

Geometry or 


(oral & written) 



(oral & written) 

g -50 — TQ- 2 & 

Dictation and 

English Grammar 
and Parsing 




General History 

Plutarch's Live* 


1 0-30 10-50 

Drill and Play 

English Song 
and Play 

Play and Drill r 

French Song 
and Play 



Sol-fa and Play 

10-50 (1-0 



Bible (O.T.J 



Lntrn i\ 

Bible {N.T4 

Week' s Work 1 

1 1 - 0 — 11 - 3 ° 


English History 


English Gratmrtai 
and Analysis 


1 General History 1 

U- 30 — Ji-Tj 


' r*u 



Italian or 

French | 


Reading . 

, Genera L Science 

Italian or 

Dictation and 

1 Com position 

1 W' 


N Ww ' 'Home Work. ' Narration 1 ' (oral or written) at the end or 

Ait, iL. . ' iO ^ f 

each lesson i At least two written narrations each day. 

y f\j, j , ; ft 


dfUtf pretty 









9-0— 9-20 

Old Testament 

New Testament 

Hygiene and 

Old Testament 

Picture Study Aft 
Architect are 1 '1 

yew Testament 

9-30 — 9-50 

(oral & written] 

Geometry or 


(oral & written) 


[oral & written) 


Dictation and 

English Grammar 
and Parsing 


A-u-^f.A ■■ ■ 

General H istoty 

Plutarch's Lives 


1 0 - 30 — IO-50 

Drill and Play 

English Song 
and Play 

Plav and Drill 

French Song 
arid Piny 

Drill and Play 

Sol-la and Play 

IO-30 — 11*0 



Repet iticHi 
Bible (O.T 4 


Hovxu 1 


Latin M<; r . ^ 1 

Bible (NT -1 

Week's Work 

il-O— ti-30 


English History 


English Grammar 
and Analysis 

Natural History 

General History 

1 l-^D — Ca-15 

1 French 




Italian or 


13-15- — 

Head mg 

General Science 

Italian 01 
|, German 




Narration' ' (oral or bitten) ar the end ol eaoh leeaon - At H* two -fitter, — earh day 

N ,B.— No ''Home Work. 



Specimen Programmes of a Term’s Work. 

Teachers are earnestly advised not to take up P .U .S . work on thes P 
.Specimen’’ Programmes. The success of the P.U.S. depends upon 
following the current work and taking the current examinations and 
to begin work on a set of old programmes would make this practically 

impossible . 

FORM I. (A. andB.) 

(Ages 6 — 9) . 

Bible Lessons. 

In all cases the Bible text must be read and narrated first. 

A & B 

The Bible for the Young, by Dr. Paterson Smyth (S.P.C.K., Vol. 
III., P.N.E.U. Office, 1/6): (a) Joshua and Judges, Lessons 1-8, ( b ) 
St. Mark's Gospel, Lesson 1-8. Teacher to prepare beforehand: in 
teaching, read the Bible passages once and get the children to narrate ; 
add such comments (see Paterson Smyth) as will bring the passages 
home to the children. Children might use Bible Atlas (S.P.C.K., 
1/3). The Children s Book of Prayers, by S. B. Macy (Longmans', 

Sunday reading (optional) : 

A Book of Golden Deeds, by Charlotte Yonge (Macmillan, 2/-), pp. 

Mrs. Gatty's Parables from Nature (Dent, 2/6), or, The Child's Book of 
Saints (Dent, 2/6), may be used. 

&B Sidelights on the Bible, by Mrs. Brightwen (R.T.S., 3/-). The 
Wonderful Prayer, by G. Hollis (S.P.C.K., 2/6). 


A A New Handwriting * by M. M. Bridges (P.N.E.U. Office, sd. each 
card; instructions 6d.) : card x, lines 3 and 4; card 3, lines 3 and 4. 
Two letters to be mastered each lesson. Teacher study instructions. 
Transcribe from reading books, and write words and short sentences 

from dictation. , 4J x , 

B A 4 ‘ New Handwriting, ’ * card 3, lines 3 and 4 ; one letter to be mastere 

B eachTessonf teacher study instructions. Tob , & 

letters and words from dictation as well as from py ( 
Beginners!— L eft-hand’ half of card 4 of Tie “New HartwHUng." 

A Pilgrim’s Progress * (R .l S.. 9 < t’ £ r ' bet f er jahs^of Troy and Greece,* 
Two Lions’ ’ to ‘ ’Matthew marries Mercy . laus J 

by Andrew Lang (Longmans, 4/-), PP_ Grimm's Fairy Tales 

B Three Fairy Tales. Andersen's a b e used. Three fables, 

(both, Oxford Press, x/6, or Dent, 2/6), may u 
Aisop’s Fables (Murray, / 26). 

English History. . /T'ick ili), PP- 94” I 4°* 

A Lo "’ ,,6) ' pp - 

B Oarlsland Story, Vol. I.. PP- 94‘t4°- (A second lesson to be taken on 
Saturday, 9-20 — 9-4° • 

Geography. / 1A1 nn ai-S 4 , Book II.* (3 /■)> 

A Ambleside Geography Book. Bod. before read iSg ’ letterpr S SS ’ 

pp . 34-63 : .six map questions befor^ be introduced . Philip 

and narration; no addition 



. if\ Children to he able to tell 
Atlas of Comparative Geography* 3M- j ited PaC e and make 

about six places father and mother have vi^ ^ yardg on each sidf 
plans of schoolroom, distance 0 pU S- Scouting (see Parents 

of four roads. Suitable tests under -u 

Review, June, 1920.) m^esi-n. The World at Home 

B A mbleside Geography Book, Book •.PS H tf y^orld Travels, by 
(Nelson, 5/-). PP- (out of print), or « in tray of sand 

Natural History (including work lor the i holiday^ sce Ho ,„ 

* 4 

Parents’ Review, June, 1920. 

A Birdland Stories, by O. Pike (R.T.S., 6/- , pp 75-i°7 .« iJnsect Uf* 
(■‘Eves and No Eyes Series," Cassell, 1/3), PP- 4i- So - tommy 
Smith’s Animals* by E. Selous (Methuen, 2/9), PP- 143-207. 

B P/an< Lj/« jm Field and Garden,* pp. 1-26; 66-80, by Mrs. Fisher ( Eyes 
and No Eyes Series " Cassell, 1/3). Tommy Smith at the Zoo, pp. 
53-110 (Methuen, 2/9). 

Picture Study (see Home Education for directions) . 

A & B Study reproductions of six pictures by Durer* (P.N.E.U. Office, 
2/- the set): teacher see notes in the September No., 1922, of the 
Parents' Review. 


Teachers should use The Teaching of Mathematics to Young Children, by 
I. Stephens (P.N.E.U. Office, 6d.). 

A Pendlebury’s New Concrete Arithmetic (Bell), Year II.,* (5d.), Term I., 
or, A New Junior Arithmetic, by Bompas Smith (Methuen, 4/-), pp. 
24, 25, 34-38, 60-66, taking different examples. Tables up to twelve 
times twelve (five minutes' exercise in every lesson) . Tables to be 
worked out in money thus: 9x7 = 63. 63 pence = 5s. 3d. 

B Pendlebury, Year I.,* Term III., to be worked with dominoes, beans, 
etc. Rapid mental work. 



ULivre Rouge (Blackie, 3/-), pp. 6-20. Children to narrate. French 
Fables in Action, by V. Partington (Dent, 1/9), pp. 24-31. 

Illustrated French Primer, by Henry Bu6 (Hachette & Co 2/6) pp 
45-54 ; 121-125, inclusive. Words to be taught orally with pictures 

(Jackal/ 6 )° Nol &t i6 T 2o f hildrm ’ S Entente C° rdlale - L M. Oyler 
JVery inaccurate, yet very useful. 


A 4 you*sir,^ b r. h r b “*r e 

ch atk U ,’“rA”" r ^ 1 S '' J "d " Y “ 

3$r 3H - Wiu 10 u % “( d s£sX” E so" 


Recitations . 

A & B To recite a poem (each child may choose a different one), to learn 
two Christmas hymns, Psalm 150, and two suitable passages of 6 
verses each from (a) Joshua, chapter 1, (b) St. Mark, chapter 6 I A 
The Fairy Green, by R. Fyleman (Methuen, 1/6). I.B, Recitations 
for Little Children, by G. H . Tuffley (1 /-) . 


A Poetry and books used for History, Geography, and Tales. 

B Reading taught as in Home Education, using The Children’ s Letter Box* 
(2/6) together with Dickory Dickory Dock : The Children ’ s Reading Box* 
(3/6), both prepared by Miss E. Tetley (Jackson & Son), or The 
Happy Reader, Part 1. (Simpkin, Marshall & Co., 8d.). Children 
may use Puss in Boots (Blackie, 4d.), 

or, Children who can read may use The Happy" Reader Part II. by 
E. L. Young (Simpkin, Marshall & Co., i/-),j taught according to 
directions in preface. 


A & B Child Pianist (Curwen & Son, 3/-), continue Teacher’ s Guide 
(revised edition, 7/6) . 

Musical Appreciation. 

Programme of Brahms 1 music (to be heard), Parents’ Review, Septem- 
ber, 1922. 


A Sc B Two French songs, French Songs, by Violet Partington (Dent, gd.), 
or, French Rounds and Nursery Rhymes (Augener, 2/6) . A Christmas 
carol . 

A Ten Minutes’ Lessons in Sight-Singing (Curwen & Son, 2/6), lessons 
24-27 . Two English songs : The National Song Book, edited by C. V. 
Stanford (Boosey & Co., words and voice parts 1/9 each, complete 
with music 6/-) . 

B The Joyous Book of Singing Games, by John Hornby (Arnold, 4/-), or, 
Songtime , edited by Percy Dearmer (Curwen, 4/6). 


A & B The Joyous Book of Singing Games (see above), or Rhythmic Games 
and Dances, by Florence Hewitt (Longmans 3/6) . Syllabus of 
Physical Exercises (Eyre & Spottiswoode, 1/6), Tables 1-4. Teacher 
see cages 161-163. Skipping. British Marches for Schools, by 
Martin Shaw (Evans, 4/6) . Students take House of Education Drills . 


* * o. t* Helt> in house or garden. Smyrna Rug work (materials from Hawes 

Bros StSsRoad, London" S.W. 4 ). The Little Girls’ Gardening 
Rook (Mills & Boon, 2/6) . Little Girls’ Sewing Book , The Little Girl s 
E? « ( R.Ti .! 2/- each) . Teachers will find suggestive 
What shall we make ? by M. La Trobe Foster (C.i . ., / ?• 

Christmas presents and gifts for a Christmas tree for poor c 1 
A Paper Modelling, by M. Swannell (Philip & Son, 3/6). Series ., i-5- 
B Paler Folding, by LI. G. Paterson (P.N.E.U Office 2/6). (materials 
g^ )_ models 1-8, and two other original models on the same lines. 

All children should spend two years in Form IA^ J^e “con^year 
they should read their own books ^d sometimes write narration. 

in the second year of I A might be called Upper IA. 

N B x .—In home schoolrooms where there are children in A as wel 
as in B both forms may work together, doing the work of A or B as they 

are able. 

JUp&t'f) vulbi 

5 ° 

r 11 hnnks etc., marked * 

• a hnuldbaveacopy of all » ot h e r books is 

b ° ok ° rdcrs ' 

should be sent to Ambleside. 

FORM II. (A. andB.). 

(Ages 9 — I2 )- 

Bible Lessons. 

In all cases the Bible ^ 1 - 

In all cases tne — Paterson bmytn 

. c. R The Bible for the Young, by vr. r judges, Lessons i-8, (b) 

A & III P N.E U. Office, 1/6) : <«) ^ e 3 er to prepare beforehand and 
S/ Mark's Gospel, Lessons i ■ ^ a dd su ch comments (from 

fo ■£ Bible paws ta home to the children.. 

Paterson Smyth, say,) Bible Atlas (x/3) * 

Children may use (e) ^ . PraV er Book, by Mrs . Romanes 

Sunday Reading (opt.o»al s . Batl.y (S.P.C.K 

(Longmans, 2/ )• ^ (Sampson Low, 1/6) • 

VI cS.** Seasons), by /he Rev. G. R Oakley 
N p C K 3/6) SuU*Ms on <A« 2 KM*. by Mrs Bnghtwen (R.T.S., 
1 / \ ’ ( e ) Helps to the Study of the Bible (Oxford Press, 2 h) 

Sunday occupations: The Century Books. Mottoes in beautiful letter- 

FoMDrivate daily Bible reading children may use Daily Readings from 
the Old Testament, by H. Franklin and L. Montagu (Williams & 
Norgate, 2/6). For New Testament, a Gospel in suitable portions. 
A Boy’ s Book of Prayer, by A. Devine (Methuen, 2/-). 


A & B A New Handwriting * (very important), by M . M . Bridges (P .N .E .U . 
office, 5d. a card) : practise card 3 . Transcribe, with card 6 as model, 

some* of your favourite passages from Shakespeare’ s King John, or, 
Tennyson's The Foresters. Two perfectly-written lines every day. 


A & B Two pages at a time to be prepared carefully : then a paragraph 
from one of these pages to be written from dictation, or, occasionally, 
from memory. Use the books set for reading and history. 

Composition (written and oral) . 

A Stories from work set in (a) Citizenship and Reading, or, (b) events of the 
day, etc. Occasional letters with family news. 

B Stories from reading. Children in B who cannot write easily may 
narrate part. 

English Grammar. 

Parse and point out Subjects, Verbs, Objects. 

A Meiklejohn s Short English Grammar* (2/-) nn sa-ba • t>a T3C 
B Start E„, S m pp, teach ' / a 5S;„ 5 g e« re £;! 35 ' 

English History. 

A * B , f,?/r i B?/^' u °'. Arno,d - F ” s '«r (Cassell. 8,6), pp. 
!£d ' 51 71 liCk 8 Hl,tor >' lectures (2,6 a set), may be 

A Scotfs Tate of . Canif.tH^ (University Press, 2,3), pp. 66-106. 

aI gS 7 ? pfljuti c * 


French History. 

A A First History of France * by L. Creighton (Longmans, 5/-), pp. 45-81, 
to be contemporary with English History . Evans’ Political War Map 
of Europe, Asia, Africa* (4d.). 

B Stories from French History, by E. C. Price (Harrap, 5/-), pp. 18-66. 

General History. 

A The British Museum for Children* by Frances Epps (P.N.E.U. Office, 
3/6), chapter 12. Teacher study preface. Keep a book of Centuries 
(P.N.E.U. Office, 2/6), putting in illustrations from all the history 
studied during the term. The Ancient World* by A. Malet (Hodder 
& Stoughton, 5/-), pp. 82-101. 


A North’s Plutarch’s Lives : Brutus* (Blackie, 1 /-)). A Pronouncing 
Dictionary of Mythology and Antiquities (Walker, 1/6) ; very important 
Classical Atlas (Dent, 2/6). The Citizen Reader,* by H. O. Arnold- 
Forster (Cassell, 2/6), pp. 120-161. 

B Stories from the History of Rome,* by Mrs. Beesly (Macmillan, 2/6), pp. 
93 _II 4 • 


A The Ambleside Geography Books, Book III .* (4/-), pp. 213-240. 

B Book III.,* pp. 65-102. 

A & B Round the Empire,* by Sir George Parkin (Cassell, 3/-), pp. 214-244. 
Our Sea Power,* by H. W. Household (Macmillan, 2/-), pp. 74-93. 
Philips’ Atlas of Comparative Geography (new edition, 3/6). Map 
questions to be answered from map in Geography Book and then from 
memory before each lesson. All Geography to be learnt with map. 
Children to make memory maps ; see also tests under Scouting. Teacher 
may find Outdoor Geography, by H. Hatch (Blackie, 3/-) useful. 

Natural History, etc. 

A & B The Sciences * by E. S. Holden (Ginn & Co., 4/-), pp. 34 - 7 1 (children 
should make the experiments where possible) . Keep a Nature Note 
book (P.N.E.U. Office, 6d., and see Howe Education). Make special 
studies for August to December with drawings and notes : The Changing 
Year, by F. M. Haines (Wadsworth, 3/-), or, Countryside Rambles, 
by W. S. Furneaux (Philip, 2/6), may be used. [Furneaux s Nature 
Study Guide (Longmans, 6/6), may also be used for reference for out- 
door work[. See also tests under P.U.S. Scouting, Parents Review, 
June, 1920. 

A Life and Her Children* by Arabella Buckley (Macmillan, 6/-), pp. 
269-301 . 

B Life and Her Children, * pp . 66-102 . 

Picture Study. 

A & B Reproductions* of six pictures by Durer (P.N.E.U. Ollice, 2/-). 

. j - — i-Lw P/lWu/C 1 /? Pill P . 7 () . 1022. 

Arithmetic. XI „ IT 

Teacher should use The Teaching of Mathematics, by I . Stephens (P.N . 

A A°New’ lunior Arithmetic* by Bompas Smith (Methuen. 4/-). PP- 
79-85. 94-96 . Much care with tables and rapid oral work. 


Important : to be read in leisure time 
E. Smith (Ginn, 2/9)- 

: Number Stories of Long Ago, by D. 

JU p5by?i\-vJ I 


Practical Geometry. Practical Geometry,* by Hall and Stevens 

A Lessons in Expenmenta School Set of Mathematical 

(Macmillan, 2/-), pp. 1-22, 5 111 • 1 ne J 

(Macmillan, 2/-). 

( M u r ra y, 2/6) d pp. 8, 9. 10, 24-27; with corresponding exercises, 
questions, and vocabularies. 

rreiiiu. . . _ 

A Siepmann’s Primary A** C<TO* Part I. (Macmillan, 3/-), Lessons 
23-26 inclusive, with grammar and exercises. 

B Siepman’s Primary French Course*, Part 1 (Macmillan, 3 /*)- Lessons 
4-6 inclusive, with grammar and. exercises. 

A & B Teacher study Siepmann’s preface. Teacher read Lesson aloud, 
translating with the children’s help, and children afterwards narrating 
in French. French Songs , by Violet Partington (Dent, gd.). 


A & B Six (a) wild fruits, (b) studies of animals, that you have been able to 
watch, in brushdrawing. Christmas cards. Original brushdrawings 
from scenes in books set for reading. Paint-box with specially 
chosen brush and colours (P.N.E.U. Office, 3 /-)*: pencil must not be 
used. What to Draw and How to Draw It (Skefftngton & Son, 3/6) . 


A & B Psalm 33, and two suitable passages of about twelve verses each 
from (a) Joshua , (b) St. Mark' s Gospel. Two Christmas hymns. A 
scene from Shakespeare’s King John, or, from The Foresters. Two 
poems from A Book of Verse, edited by Sir Henry Newbolt (Bell, 2/-). 

Reading (including holiday and evening reading). 

A & B Books set for Geography, History and Recitations should afford 
exercise in careful reading. 

Tennyson’s The Foresters (Macmillan, 4/6), optional. Shakespeare's 
King John * (Blackie; Plaintext Edition, 7d.). 

A Scott's The Talisman * (Dent, 2/-). Bulhnch's Age of Fable * (Dentj 
2/-), PP- 277-304. 

B The Heroes of A sgard* (Macmillan, 5/-), pp. 59-108. The Prince and 
the Page ,* By Charlotte Yonge (Macmillan, 3/-). 


Continue Child Pianist (Curwen & Son); teacher using the Teachers 
Guide (revised edition, 7/6) . 

Musical Appreciation. 

Pr ?fr 7 o° f ^ USiC t0 be heard: Parents' Review, September, 

1922. (Questions will be set on this subject.) The Book of the Great 
Musicians, by P. Scholes (Oxford Press, 4/6), may be used 7 


T lord moo^°^rl r0n L T ^ Nat i onal Son S Boolt - edited by C.V. Stan- 
music 6/ ) ^ Twn r wor ,^ s anc * volce parts 1/9 each,* complete with 
only Blaki. L SOn i S ‘ A Book . °f F * e » ch Songs (treble 

by Arthur Sornr-rveU * may he used. Fifty Steps in Sight-Singing, 
Teacher use IZ HI m **, 2 ,\ 22 - Elusive (Curwen & Son, 2/6). 
40 (Curwen, 2/6). mute s Lessons in Sight-Singing, lesson 38, 



SyUabus of Physical Exercises (Eyre & Spottiswoode, 1/6), four tables 
Ball Games and. Breathing Exercises, by Alice R. James (Longmans 
r/ 9 ). Music for use m Mrs. Wordsworth's Classes (P.N.E.U. Office 
k m m i 7 - be . us ed. Peasant Dances and Songs of Many Lands 
I 5 . imn l’ n ? p va u s - 7 / 6 ) • Skipping. Ex -Students take House 
of Education Drills. Teacher would find useful How to Teach School 
Dances (Evans, 4/6). 


Help in house or garden. Make Christmas presents. Provide some 
entertainment or a Christmas tree for poor children . Slovd : Heaton' s 
Cardboard Modelling ( Newman, 6/-) : make four model;. (Materials 
from Arnold & Son, Butterley St., Hunslet Lane, Leeds.) The Little 
Girl s (a) Sewing Book, (b) Knitting Book (T.R.S., 2/- each), Con- 
structive and Decorative Stitchery, by L. G. Foster (3/6): teacher read 
letterpress with discretion. Children make a garment (see the needs 
of the Save the children Fund. ’ ’ address : 29, Golden Square, Regent 
Street, W . 1 .) Boys and girls mend clothes from the wash each week • 
First Lessons in Darning and Mending (P.N.E.U. Office, 2d.), may 
be used. See also tests under Scouting (Parents' Review, 1920). Teacher 
would find useful What shall we make ? by M. La Trobe Foster (CMS 

* In home schoolrooms where there are children in A as well as in B„ 
both forms may work together doing the work of A or B as they are able. 

N.B. 1. — In grammar (English and foreign) and in mathematics there 
must be no gaps. Children must go on from where they left off, but they will 
be handicapped in the future unless they can do the work set for this Form. 

N.B. 2. — Each child in A and B should have a copy of all books, etc., 
marked* and a set of the Pictures and materials . One copy of the other books 
is sufficient. 

N .B . 3 . — For methods of teaching the various subjects see Home Educa- 
tion, 5 1 - (P.N.E.U. Office). 


(Ages 12 — 14). 

Bible Lessons. 

In all cases the Bible text (as given in book used) must be read and 

narrated first. 

Old Testament History , * by T. M. Hardwick and The Rev. H. Costley- 
White (Murray, 3/6), Vol. IV., pp. 3 - 55 - («) S.P.C.K. Bible Atlas* 

(1/ 3). (6) Historical Geography of the Holy Land, by S. R. Macphail 

(Clark, 1/-), pp. 40-72. (c) Helps to the Study of the Bible (Oxford 

Press, 3/-). (d) The Saviour of the World, Vol. VI. (P.N.E.U. 

Office, 3/-), pp. 1-55. 

(e) The Acts* by E. M. Knox, pp. 324-401 (Macmillan, 4/6). (/) 

(optional) The Prayer Book in the Church, by The Rev. W. H. Camp- 
bell (Longmans, 3/-), pp, 14-29, with lessons on Advent and Christmas. 

For Sunday Reading (optional ) : 

(a) The Romance of the Bible , by G. Hollis (Wells, Gardner, Darton, 5/-), 
pp. 169-232. Shackleton: a Memory, by H. Begbie (Mills & Boon, 
2/6) Letters to my Grandson on the World about Him, by the Hon. 
Stephen Coleridge (Mills & Boon, 2/-), An English Church History 
for Children, Vol. I., by M. Shipley (Methuen, 4/6), pp. 166-241. 

Sunday Occupations : A Century Book ;> Choose and inscribe mottoes (in 
beautiful lettering, see “Bridges”). 

For private daily Bible reading, children may use Daily Readings from 


, vi Franklin and L. Montagu (Williams & 
the Old Testament, by H T * tamen t: a Gospel in suitable portions. 

Writing. (in beautiful writing from Bridges’) from 

Choose and transcribe passages g get> in A New Handwriting for 

Poems of To-day. and the or E it. Office, 5d • a card) ; work from 

Teachers, by M. M. Bridges^. 

ca rd6. 

Dictation (A New Hand ' v ”*^ t be prepare( ] first front a newspaper, or. 

pry ** ,or rcading: “ para6rap ” to be ,h< ' n 



(See Meiklejohn, 7 6 ‘ lS 3) '‘Literature ” or, on the news of the 

Read on Tuesday i some subject in subject , etc . Write on 

week, or, on so su biect Narrative poems that must scan 

L evenTthaAave struck you . Christmas letters to friends abroad 

on general news. 

English Grammar. 

Parse and analyse from books read, making progress each term . Meikle- 
john's A New Grammar of the English Tongue * (4/-), pp. 64-S5. 

Literature (including holiday and evening reading) . 

The History of English Literature for Boys and Girls * by H . E. Marshall 
(Jack, 10/6), (omit this term). Shakespeare's King John* (Blackie, 
Plaintext, 6d.). Scott's Ivanhoe* (Dent, 2/6). Read from De Join- 
ville"s Chronicles of the Crusades * (2/6). Poems of To-day , * Series 
II, (Sidgwick and Jackson, 3/6) : know the poems of six poets. 

English History. 

Arnold Forster’s A History of England * (Cassell, 8/6), pages 131-186 
(1154-1307). Scott's Tales of a Grandfather * (University Press, 2/3), 
pp. 34-106. Make a chart of the 12th Century (1100-1200), (see 
reprint trom P. R., July, 1910,3d.). Read the daily news and keep a 
calendar of events . 

French History. 

Creighton s First History of France * (Longmans, 5/-), pp. 45*81 (1154- 


General History. 

Re ad from D e Joinville’s Chronicles of the Crusades* (Dent, 2/6) . The 
British Museum for Children* by Frances Epps (P.N.E.U. Office, 

wffwii 1 !; j^ acher stud y preface. Keep a Book of Cen- 

historv stiidipH U c?^ CC V 2 ^’ P uttin S in illustrations from all the 
b»bny studied. Stories from Indian History (C.L.S.I.), Vol. I.. 2/-, 


0U Lwes S .Bru£ (BllSf V/> 6) ' PP ' I ' 23 n - North ' s Plutarch’s 

Geography . ‘ *'<»• PP 

lor Sea '* PP * 54 '° 7 Sighing 

3/-), pp. 193-226 ai r>i b y H. W. Household (Macmillan, 

pp. 19-37. (Optional^ W \. P ^ stca ^ Geography (Macmillan, i/9)» 
2/6. 37 (Optional) Washington Irving's Alhambra (Macmillan, 

if p^pYWS 


Know something about foreign places coming into notice in the current 
newspapers. Ten minutes’ exercises on the map of Great BriS 
every week. Philip's Atlas of Comparative Geography (new edition 
3/6), may be used. See also tests under P.U.S .‘'Scouting^ edltlon ' 

Map questions to be answered from map and names put into blank 
map ( rom memory) before each lesson . Children to mike maps of new 
boundaries from memory. Teacher to use The Treaty Settlement Z 
Europe by H. J. Fleure (Oxford Press, 2/6). Teacher mav find 
useful Out-door Geography, by H . Hatch (Blackie, 3/-) . Y 6 d 

Natural History and Botany. 

The Study of Plant Life * by H. C. Stopes (Blackie, 6/-), PP . i- 34 . 
First Year of Scientific Knowledge* by Paul Bert (Relfe sM od 
127-144 and 376-384. • ji h rkr • 

Keep a Nature Note-Book (P.N.E.U. Office, interleaved 2/6) with 
flower and bird lists, and make daily notes. For out-of-door work 
choose some special August to December study from Furneaux’s A 
Nature Study Guide (Longmans, 6/6), or, The Changing Year by F 
M. Haines (Wadsworth, 3/-). or, Countryside Rambles, by’w. s" 
Furneaux (Philip, 2/6) . 

General Science. 

Architecture * (Jack, 3/6), pp. 103-127. Our Wonderful Universe * by A. 
Giberne (S.P.C.K., 6/6), pp. 28-60. 


Pendlebury’s New Shilling Arithmetic ,* pp. 100-113 (Bell, 2/3) . Revise 
back work; examples may be taken from Pendlebury’s New Concrete 
Arithmetic , Book (V. Bell, 5d.). 

Important: to be read in leisure time Number Stories of Long Ago, by 
D. E. Smith (Ginn, 2/9). 


A School Geometry, * by H . Hall and F. Stevens (Macmillan, Parts i.-iv., 
3/6), PP- 9b-97, 99-101, 104, 109. Revise Theorems 35-68. 

The School Set of Mathematical Instruments (Macmillan, 2/-) . 

German . 

Siepmann's Primary German Course , * by O. Siepmann (Macmillan, 5/-), 
Lessons 13-15 inclusive. Teacher study preface, using the lessons 
(with narration), exercises, grammar, stories, poems, etc., as sug- 

or, preferably, Italian. 

Perini’s Italian Conversation Grammar* (Hachette . 6/6), Exercises 

16-20, or, better, A New Italian Grammar,* by E. Gnllo (Blackie, 6/ ), 

Latin. , 

Second Latin Course, Scott & Jones (^Jackie, r atin Course* 

lesson to be followed by narration, or, Dr. Smith s First Latin Course 

(Murray, 4/-), pp. 27-40, with exercises on pp. 4°'49- 
'"“‘primary F.mck Co,,,!..’ Part II.. by O. 

(Blackie, 6d.). 



Drawing. L ... r rolling wood (out of print). Animal 

The Fcsole Club Papers, by iTom Literature . Study, describe 

studies. Illustrations of scene f ^ oduc tions* of pictures by 
(and draw from memory detai I gee the spe cial notes in the 
Diirer (P.N.E.U. Ofhce, 2/- t ) paintbox wit h specially chosen 

S'emlSS'. or/ascene from King John, or, two ballads (II, ', 
Ballads, Blackie, 1/-). 

Reading (including holiday and evening readin Q ) • 

he read daily. 


Musical Appreciation. 

See Programme of Music (Brahms), Parents' Review, September, 1922: 
Our Work (Questions will be set on this subject) . The Listener s 
Guide to Music, by P. Scholes (Oxford Press, 4/-), may be used. 

Singing . (See Programme of Music .) 

Three French songs, French Songs, with Music (Blackie, 7^-). Three 
German songs, Deutscher Liedergarten (Curwen & Son, 2/6, or without 
accompaniments, 6d.) . Three English songs, from The National Song 
Book, edited by C. V. Stanford (Boosey & Co., words and voice parts 
1/9 each,* complete with music 6/-). Ten Minutes' Lessons m Sight- 
Singing (Curwen, 2/6). Fifty Steps in Sight-Singing , by Arthur 
Somervell, steps 27-32 (Curwen & Son, 2/6) . 

Drill , etc. (Choose new work.) 

Ball Games and Breathing Exercises, by Alice R. James (Longmans, 
1/9). For Drill Music, Music for use in Mrs. Wordsworth' s Classes 
(P.N.E.U. Ofhce, 3/0), may be used. Peasant Dances and Songs of 
Many Lands (Evans, 7/6). The Board of Education’s Syllabus of 
Physical Exercises (Eyre & Spottiswoode, i/6), four tables. Ex- 
students, House of Education Drills. How to Teach Dances (Evans, 
4 /6) • v 


D °CoXrv d Ronfc t m hOUSe A°/ g f rden work - Cooking: Tried Favourt 
provide f cL SZ™ “^ h . a11 * 2 / 6 > Make Christmas presents a 
children Hpat * e ^ lnmen t with gifts you have made for pi 
models IMatSl. i Car i boar f. Modelling (Newman, 6/-: make 
Leeds 4 S r & Son - Butterley St!, Hunslet La: 

Constructive and Decorative b r- Synge (Longmans, 6, 

make a garment D^rn and 7 ’ by LG ' Foster ( 3 / 6 ) : design a 
First Lessons in Darnino n garments from the wash each wei 

be used Teacher M ending (P.N.E.U. Office, 2d.), n 

T robe Foster (C.M.S k ? What shall we make ? by M. 

tests under PUS Scout!** t n? also ,( un ^ es s working as Girl Guid 
should take the Fi £ A 7 , Revlew - May 8 1920) : all g 
Make a garment for the "sivethe Child Ho “ sec ^ t ( No - 7 ) Tej 
apply to 29 Golden Square, 1 f ° r ^ 



(Age 14—18). 

Bible Lessons. 

In all cases the Bible text (as given in book used) must be read and nar 
rated first. 

Old Testament History .* by T. M. Hardwick and H. Costlev-White 
(Murray, 3/6), Vol. IV., pp. 3-55. (a) S.P.C.K. Bible Atlas * (i/i 

(b) Historical Geography of the Holy Land, by S. R. Macphail (Clark 
1 /-). {c) The Universal Bible Dictionary (R.T.S., 7/6), may be used 

for all names of persons and places, (d) The Saviour of the World 
Vol. VI. (P.N.E.U. Office, 3/-), pp. 1-55. J 

(e) The Acts,* by E. M. Knox, pp. 324-401 (Macmillan, 4/6). (/) The 

Prayer Book in the Church, by the Rev. W. H. Campbell (Longmans, 

3 j-), pp. 14-29, with lessons on Advent and Christmas. ° 

For Sunday reading (optional) : 

The Quest of Nations, by T. R. W. Lunt (U.C.M.E., 2/6), pp. 120-178. 
The Story of S . Paul's Life and Letters, by J . Paterson Smyth (Samp- 
son Low, 5/-), pp. 165-246. The Pilgrim's Progress (any complete 
edition). Mary Powell's Diary (Dent, 2/6). 

For private daily Bible reading, Daily Readings from the Old Testament, 
by H. Franklin and L. Montagu (Williams & Norgate, 2/6). For 
New Testament, a Gospel in suitable portions, (b) A Boy's Book of 
Prayer, by A. Devine (Methuen, 2/-). 

Sunday Occupations: A Book of Centuries. Choose and write mottoes in 
beautiful lettering. 


Choose and transcribe passages from Poems of To-day . Shakespeare’s 
As You Like It, and the other books set, in A New Handwriting for 
Teachers, by M. M. Bridges (P.N.E.U. Office, 5d. a card) ; work from 
card 6. 

Dictation (A New Handwriting to be used). 

Two or three pages or a passage to be prepared first from a newspaper ; 
or, from the prose and poetry set for reading; a paragraph to be then 
dictated or to be occasionally written from memory. 


(See Meiklejohn, 176-183.) ,, . - 

Read on Tuesdays some subject in ‘‘literature or, on the news of 
the week, or, on some historical or allegorical subject, etc. Write 
on Thursdays a resume. Verses (note metre of P oen ; s set for d ^ S 
term), on current events and on characters in reading, 

upon historical characters, or, on Autumn scenes. Christmas letters 

on family events and general news to friends abroad. 

. „ „„ Mice 1M Pr>tt. c/o P.N.E.U. 

English Grammar. 

Parse and analyse from books read, making progress each term • < 
john’s A New Grammar of the English Tongue* ( 4 /*). PP- 37 • 

Literature (including holiday and evening reading) . Marshall 

The History of English Literature for Boys and Gn s by . ■ /,* 

(jack, 10/6), pp. 356 - 419 . («), Sll SS ment, 2/6). Car- 
(Blackie, Plaintext, 6d.). Scott s m e nt 2/6). Miltons 

lyle’s Heroes and Hero-Worship : ^ om ^ pal 'e*s Golden Treasury * 
Samson Agonistes* (Ward, Lock, 3 / 6 )* & Poems of To-Day ,* 

(Oxford Press. 2/6): Early Stuart Poets. Poems j 



English History. >600-1700), (see reprint from /L.R., 

Begin a chart of the 1 ^e^^ he dLuy news and keep a calendar of 
fuly. 10 10 ' 3 d)-, .( Fite land* (Longmans, 6/6), Vol. II., 

events. Gardiner sHistor) ftiig £ veryday Things in England , 

p<»» |V • »>*p •* ”*“• for 

the period. 

General History. * hv -t- J*. Robinson (Ginn & Co., 10/6), 

Medieval and Modern Tin , ° y nc i en t Times : A History of the Early 
pp. 35 2 ”3^ 1 (1625-1660). pp. 140-220 (omit questions) . 

World* by Centuries* ’(PNLU. Office, 2/6), putting in 

iUustrSions ta all history studied. Defoe’s Memoirs of a Cavalier 
(University Press, 2/6), pp. 1-125. 

Citizenship. p , , 6) DD j. 2 o. North’s Plutarch’s 

^nJeT'Brutm* (Blackie, 1/-). ' A Pronouncing Dictionary of Myth- 
ology and Antiquities* (Walker, 1/6), quite necessary . Citizenship* 
by E R Worts (Hodder & Stoughton, 4/6). PP- 91-136 (narration 
instead of questions) . 


The Ambleside Geography Books, Book V.* (5/-). PP- 6 3 -io 8 and 
appendices. Our Guardian Fleets in 1805,* by H. W. Household 
(Macmillan, 3 /-), pp. 66-106. From Sea to Sea, Kipling, Vol. I. 
(Macmillan, 3/-). 

Know something about foreign places coming into notice in the current 
newspapers. Ten minutes’ exercise on the map of Europe every 
week. Philip’s Atlas of Comparative Geography (new edition, 3/6), 
may be used. See also tests under “Scouting." 

Teacher to use The Treaty Settlement of Europe, by H. T. Fleure (for 
new frontiers), (Oxford Press, 2/6). Map questions to be answered 
from map and names put into blank map (from memory) before each 
lesson. Teacher may find useful Out-Door Geography , by H. Hatch 
(Blackie, 3/-). 

Natural History and Botany. 

Every Boy’s Book of Geology,* by Trueman and Westell (R.T.S., 6/-), 
pp. 36-100. Elementary Studies in Plant Life* by F. E. Fritsch 
(Bell. 3/6), pp. 136-176. Keep a Nature Note-Book (P.N.E.U. 
Office, interleaved, 2/6), with flower and bird lists, and make daily 
notes. 1-or outdoor work take some special August to December 
study from Furneaux’s A Nature Study Guide (Longmans, 6/6), or, 
The Changing Year . by F. M. Haines (Wadsworth, 3/-), or, Country- 
side Rambles, by W. S. Furneaux (Philip, 2/6). 

General Science. 

F 7 i 8 Vea L°L S w^tf C K ?™jedge,* by Paul Bert (Relfe, 5/-), pp. 278- 
pp. G 4 5 gT W derS °f Matter >* by Bishop Mercer (S.P.C.k! 5/-), 

Hygiene and Physiology, Domestic Economy 

Arithmetic^ ^ eader * by H - Abrahall (Cassell, 3/), pp. Wfl 8. 

back WOTk^xamples^ mat7e ^take ’ *f PP ' I £ 1 ' 141 ( Bell> 2 /3) • Revise 
Arithmetic, Book V. (Bed sd^ 6 * 1 * rom ^ en dlebury's New Concrete 

D. E. Sm^th b (Gffin, 'ifa)*** 1 * time ’ Number Stories of Long Ago, by 



A School Geometry,* by H. Hall and F. Stevens (Macmillan Parts 
i.-iv., 3/6), PP- 1 18 119. 121-124, 126-131, and revise 69-131 
more exercises. The School Set of Mathematical Instruments (Mac 
mulan, 1/6) . ' 


A School Algebra* by H. S. S. Hall, Part I. (Macmillan 3/6 m > 

48, or continue. * ff- J 4 


Siepmann s Primary German Course ,* by O. Siepmann (Macmillan 
5 /-), Lessons 19-21 inclusive. Teacher study preface, using the 
lessons (with narration), exercises, grammar, stories, poems, etc 
as suggested. 

or, preferably, Italian. 

Per ini’ s I tali an Conversation Grammar* (Hachette, 6/6), Exercises 16-20, 
or, better, A New Italian Grammar, by E. Grillo (Blackie, 6/-), pp. 
13-24, 180-187. 


Limen* Part I. (Murray, 2/6), pages 45-72, with corresponding exer- 
cises. Narration of continuous passages. 


Primary French Course* Part II., by O. Siepmann (Macmillan, 3/-), 
Lessons 19-22 inclusive, with grammar and exercises. Teacher study 
preface. Read and narrate Moliere’s Les Femmes Savantes (Blackie, 
1/-) . Read several poems and learn one from Longer Poems for Reci- 
tation (Blackie, 6d .) . 


The Fesole Club Papers* byW.G. Collingwood (out of print) . Studies 
of animals. Illustrations of scenes from Literature. Study, describe 
(and draw from memory details of) six reproductions* of pictures by 
Durer (P.N.E.U. Office, 2/- the set). See the special notes in the 
Parents’ Review, September, 1922. Paintbox with specially chosen 
paints and brush (P.N.E.U. Office, 5/-). 

Recitations . 

Learn two suitable passages of 20 verses each from chapters m Bible 
Lessons. Two Christmas hymns. Psalm 1 18 Two poems from 
Poems of To-Day, or, a scene from As You Like It. 

Reading (including holiday and evening reading) . 

Books set under Literature. History Geography Recitation should 

afford exercise in careful reading and in . Translation 

be read daily. The Odysseys of Homer, Chapman s LteSer 
(Simpkin Marshall, 3/6), Books 9-12 inclusive (to be 
with omissions) . 

Musical Appreciation. . ro22 . 

See Programme of Music ( Brahms) , Pare ^[ S f C ^p . Scholes (Oxford 
Our Work . The Listener s Guide to Music, Dy 

Press, 4/-), may be used. 

Singing. See Programme of Music. Three 

Three French songs, French Songs with or, with- 
German songs, Deutscher Liedergarlen ( £ rom The National 

out accompaniments, 6d.). Three! E ”8 &Co., words and voice 

Song Book, edited by C. V. Stanford ( ^ Ten Minutes’ Lessons m 

parts 1 Iq each, * complete with music 6/-) . I en 


Af, AO Fifty steps in Sight-Singing, by 
Sight-Singing (Cunven .2/6). ‘g j } & Son , 2 / 6 ). 

Arthur Somervell, steps 33. 34 

Drill, etc. (Choose new work.) A1 ice R. James (Longmans, 

Ball Games and Brea thing Exercise . y M Wordsworth’s Classes 
jig). For Drill Music. Music for use inMrs^ ^ ^ 

(P.N.E.U. Office, 3/ 6 ). may be u Educa tion’s Syllabus of 

Many Lands (Evans ; 7/6) • The • Koard^ fourtab les. Ex- 

Physical Exercises (Eyre & - P t ' Teach Dances (Evans. 

Students, House of Education Drills. 


Work * . , „ wnr i. Make Christmas presents, 

Do some definite house 01 _ g ; t with gifts for some poor chil- 

SSSST&Uy V* (Marshall, a/6,. 

= y M r^i 

a garment. Darn and mend garments from the wash each week. 
First Lessons in Darning and Mending ' P.N.E U. Office 2d 0. 
may be used. Teacher will find useful What shall we make . by M. 
La Trobe Foster (C.M.S., 1/-). See also (unless working as Girl 
Guides) tests under Scouting (Parents’ Review, May, 1920) . all girls 
should take the First Aid (No. 10) and Housecraft (No. 7) Tests. 
Make a garment for the ‘‘Save the Children Fund , for particulars 
apply to 29, Golden Square, Regent Street, W.i. 



VI. & V. The One Volume Bible Commentary , by T. R. Dummelow (Mac- 
millan, t 2/6), (a) Job, pp. 289-320; (b) pp. 1-55 of The Saviour of the 
World, Vol. VI. (P.N.E.U. Office, 3/-) with the Bible text (see 
Index ) and notes from “Dummelow' ' ; (c) II . Corinthians, “Dumme- 
low," pp. 922-944. 

For Sunday reading (optional) : 

VI. Stanley's The Eastern Church (Dent, 2/6), pp. 1-70. Westcott's 
Religious Thought in the West (Macmillan, 6/-) : Benjamin Whichcote . 

V. Stanley’s Sinai and Palestine (Murray, 4/-), pp. 304-364. Sunday 

Collects, by Canon Masterman (S.P.C.K., 2/-). 

VI. &V. John Ingles ant (Macmillan, 4/6). George Herbert’s Life and 

Poems (Oxford Press, 2/6). 

Composition . 

vi - & Z’ pV°°, d TT Le “ ers for the P U S. Magazine (Editor, Miss 

N. Pott, c/o P.N.E.U. Office), on occurrences in Nature. 

Essays, in the style of Macaulay, on subjects suggested by the term’s 
work in Early Stuart Literature, or, write on a picture studied, or 
on some aspect of nature. Occasionally, twenty lines of blank verse 

°; e r n n a?e S s 0n tES th n Stir general fee " ing ’ 0r 0n Srffiai a or UvTng 
personages. These must scan, see Abbott & Seeley, Part III 

VI ' /I r °T a corres P on( fent ” for The Times on events and ques- 

tions of the day, or on any subject that should interest the public. 
English Grammar. 



English Lessons for English People, 
pp. 190-219, with questions set! 
every week . 

English Lessons, pp. 1-35. 

by Abbott & Seeley (Seeley, 5/-), 
Both forms, parse and analyse 




Plato' s Education of the Young (Cambridge Press, 4/6) PD 
49. Sir Thomas Browne s Religio Medici (Dent, 2/6) PP ' 
V. Ourselves, Book II. (P.N.E.U. Office, 4/6) 

Areopagitica (Dent, 2/6). 

pp. 103-136. 

1-12. 27- 
Milton’ s 

L>1 lei aiuit y ovi, oiivj u 

..wuuay ana evening reading). 

VI. & V. (a) Blackie’s translation of The Lyrical Dramas of rU, 1 

Prometheus Bound (Dent 2/6) ; (b) Essays in Ecclesiastical BiogrtlZ 
by Sir James Stephen (Longmans, 6/6): The Port )?»»(„! /I 
Scott’s The Legend of Montrose (Dent, 2/6) • Id) Macau la vIp ' C 
(Dent. it/6). VI., Laid and UilL. V„ PitSi 

Progress ; (e) An Anthology of Modern Verse (Methuen 2/6) • If) ShaWp 
speare’s As You Like It (Blackie, 7d.) /DU) ake 

VI. (g) The Letters of Dorothy Osborne to Sir William Temple (Dent 2/6V 
(h) Milton’s Comus and Lycidas (Ward, Lock, 4/6); (i) Colerkffie’i 
Wallenstein (Oxford Press, 4/-) ; (j) The Oxford Book of Verse (Frowde 
8/6), the Early Stuart poets. 

V. (g) Milton s Sonnets (Ward, Lock, 3/6) ; (h) Froude’ s Essays : fob (Rout- 
ledge, 2/6); (1) A Book of English Poetry (Jack, 10/6): the Early 
Stuart poets. 

Keep a Common-place Book for passages that strike you particularly: 
learn a hundred lines of poetry: be able to give some account of what 
you have read in each book, with sketches of the chief characters. 
(See General History). 

English History. 

A Short History of the English People, by J. R. Green, Vol. I. (Dent, 
2/6), (1625-1660) . 

General History. 

VI. & V. Medieval and Modern Times, by J. H. Robinson (Ginn, 10/6), 
pp. 352-381 (1625-1660). Defoe’s Memoirs of a Cavalier (University 
Press, 2/6). 

VI. Legacy of Greece and Rome, by W. de Burgh (Macdonald, 2/6), pp. 

V. Ancient Times'. A History of the Early World, by J. H. Breasted (Ginn, 
10/6), pp. 140-220 (omit questions). 

Make summmaries of dates and events. Use maps. Make charts. 
History Chart, by Lady Louise Loder (P^N.E.U. Office, 5/-) • J* 
Pronouncing Dictionary of Mythology and Antiquities (Walker, 1/ ). 
A Classical Atlas (Dent, 2/6). 



t Expansion of England, by Sir J. Seeley (Macmillan. ^ / 'vVacm i 1 la. n 
7 . Geikie’ s Elementary Lessons in Physical Geography (Macmillan, 

V. T he ^Exfuinslon 'of the British Empire, byW.H. Woodward (University 

Press, 6/6,) pp. 171-228. Geikie, pp- 73 _ 3* 

VI. &V. Mort’s Practical Geography ( Black ^‘ J *',/ Voyages to 

World-Wide Atlas (Macmillan, 15/-)- Purchas * ar ? * 

KnowTromaS (^ctteer and from AmUM. 

something about foreign regions coming stu died. The Treaty 

( ° X Waik P board 2/6) ’ 63 ' 8l ‘ 
Summarise readings by memory maps on blackboard. 

b 2 

THL£»~ »/ by C. E. Gibson (Soeley. 8/6). pp. 230-257- 

v, *<**».. by C. Lapwortb (Blackwood. 7 / 6 ). PP- 3.-35. . 

V SnoSonnt of the geology of yo„r neighbourhood, showing sections. 

Biology, Botany, etc. 

VI. & V. The Romance of the Human Body, by R. C. Macfic (Gardener 

4 n Introduction the* Study of Plants, by Fritsch & Salisbury (Bell, 

7/6). VI. pp. 182-224; V. pp. 250-290. Buckley s Botanical Tables. 

(Macmillan, 1/9) • 

Specimens should be used in all botanical work, and experiments 
must be made. Keep a Nature Note-Book with flower and bird lists 
(P.N.E.U. Office, 2/6). Choose special August to December studies 
from Furneaux’s A Nature Study Guide (Longmans, 6/-), or, The 
Changing Year , by F. M. Haines (Wadsworth, 3/-). 


VI . The Story of the Heavens , by R. S. Ball (Cassell, 15/-), pp. 372-433 • 

VI. &V. Follow newspaper reports on astronomical subjects. Make 
charts of the changes in position of the constellations visible. Half- 
Hours with the Stars, by R. A. Proctor (Longmans, 3/6) . 

V. The Story of the Heavens , pp. 192-253. 

Art Studies. 

VI. V. Ruskin’s Modern Painters , Vol. I., Part I. and Part II., chapters 
1-7 (Dent, 2/6). Animal studies. Study and draw details from six 
reproductions of works of Durer (P.N.E.U. Office, 2/- the set): see 
Parents' Review, September, 1922. Paint-box with specially chosen 
colours and brush (P.N.E.U. Office, 5/-). 

VI. Ideals of Painting , by C. Wildon Carr, (Macmillan, 13/-), pp. 


VI. The Painters of Florence, by Julia Cartwright (Murray, 2/6), pp. 301- 



VI. Pendlebury’s New School Arithmetic, Part II. (Bell, 3/-), revise pp 
260-317, taking more difficult sums only. 

V. Pages 316-306, 322, 330-332, 335-339- 


VI . A School Geometry, by H . Hall & F . Stevens (Macmillan, 5/-) pp 172 
197; and revise 1-98. ’ D/ h pp * 7 

V. Pages 185, 186, 192-197; and revise 69-98. 

The School Set of Mathematical Instruments (Macmillan, 2/-). 




A School Algebra, by H. S. Hall, Parts I 
pp. 250-260, 263-268; and revise 100-147 
Part I., pp. 198-214; 223-231. 

. and II. (Macmillan, 





ixo-izi , 134, 

Alien s Latin Grammar (Clarendon Press, 3/-) P n * ic • tt r 
135. Limen, Part II. (Murray 2/6) ro ,1(1 5 ' 8 

Book II. (Macmillan 1/9). lines, 234-369 68 ' 279 * I 73'20 7 
Limen, Part II. (Murray, 2/6), pp. 229-242 . • 

&V. Cicero-. Select Letters. Nos. 7-10 (Macmillan ^/!)” * 34 ' 


6 3 

X< 1 hi 


VI. A Public^ s ch° 0 l German Primer (Macmillan, 4/-), revise pp 10^.30 

V. pp- 6 7-77 inclusive. 

VI. Wallenstein's Tod (Hachette, i/-). 

VI . & v. Die Besten Gedichte der Deutschen Sprache (Gowans & Grav \ 
learn two poems. 

V. Schiller's Die Geisterseher (Hachette, 3/-). 

Italian (in preference to German) . 

VI. & V. An Italian Conversation Grammar, Perini (Hachette, 6/6), exer- 

cises 39-42, or, better A New Italian Grammar, by E. Griilo (Blackie 
6/-), PP- 97 -i o 9, with corresponding exercises. 

VI . Read three cantos from Dante’s II Purgatorio (Dent, 2/-), and compare 
with Longfellow’s translation (Routledge, 6d.). Le Mie Pri°ionc 
(Hachette, 2/6) . 

V. Cuore (Hachette, 3/6). 


VI. La Troisicme Annee de Grammaire, par Larive et Fleury (Hachette, 

4/10), pp. 230-265. 

VI. Pascal’s Pensees (Blackie, 6d.). 

V. Madame de S6vign6’s Letters (Blackie, 6d.). 

V. Public School French Primer, by O. Siepmann (Macmillan, 3/6), pp. 


VI . & V. Read poems from The Oxford Book of French Verse (Milford, 8/6), 

learn two poems. Take a French paper (list can be obtained from 
Hachette). Cinq Mars, by A. de Vigny (Harrap, 2/6). 


The Speaking Voice, by Emil Behnke (Curwen & Son, 7 /6), pp ; 4°-°5 
with practice of back exercises. Reading Aloud , by H. O’Grady 
(Bell, 2/6). 

Musical Appreciation. 

See programme of Brahms’ music in the Parents Review, September 
1922 (Questions will be set on this subject.) ' The Enjoyment of 
Music, by A. W. Pollitt (Methuen, 5/-). ma y be used - 

Singing (see Programme of Music) . 

or. Two French songs; two Italian songs; two G f™ aa vo ^° 

English songs, The National Song Book (Boosey. words an 

1/9, complete 6/-) . 

Drill, etc. 

r ork 

rooking : Tried Favourites 
Do some definite house and garden wo v * Decorative Stitchery , 

Cookery Book (Marshall, i/-). C ° nstru ?Z£Z>e k See the needs of 

by L. J . Foster, (3/6) . Darn and mend each week^ 

the "Save the Children Fund, - • . SCO uting tests. Parents 

W. See also (unless working as Gu ft handicrafts, etc.: 

Review (June, 1920). in s “ r y e J‘ n fa House-craft Tests, School and 
qualify for at least the ^st Aid and H ^ 8/6) . make Christmas 



FORM I., (A. & B.). 

Bible Lessons. . . 

A & B. I. i . Tell how the Israelites crossed the Jordan, or, about Caleb. 
2. Tell the story of the fall of Jericho. 

H 2’. ^d^how^^ist^^the^ungry crowds. How does He feed us to- 
day ? 


A Write a line of poetry from memory . 

B “His bushy tail was his upright sail/' (Write or print.) 


A I . Tell how Great-heart fought with Giant Maul, or, about Mr . Fearing . 
2. Tell about Theseus and Ariadne, or, about the slaying of the Mino- 

B i . Tell a short fairy story, or, one of ^Ssop’s Fables. 

English History. 

A i. Tell about the crowning of King Harold. 

2. Tell the story of William the Red. 

3 . Why is there a monument to Thomas & Becket in Canterbury Cath- 

edral ? Tell about him as a boy. 

B i. Tell about the Battle of Hastings. 

2. Tell the story of the White Ship. 


A i. Describe a visit to Wales, or, a journey round North Britain. 

2 . What is latitude ? How is it measured ? What does it help us to 
know ? 

B i . What is the shape of our earth ? How can we know ? 

2. Tell about six ways in which people have made journeys, and say to 
what country each way belongs. 

Natural History. 

A & B ' havfwitched 166 WUd frUitS y ° U haVC found and two animals you 
A _„ V wi 1 fj 0ut the “ stra ngers On the lake,” 

l' What d.°d y TonS 0 ^ ab .7 t , CriGkets and grasshoppers ? 

R l' x i, d y Smith learn about a squirrel ? 

3 ' mit d'id^he °A f ffv tUrni f ' , H ° W d ° P lants stor e food ? 

3- vuiat did the African elephant tell Tommy Smith? 

Sums, (All working must be shown .) 

How much would 


rzS'Zfsi? pomd a - d * ■>”«“ 


has Mary than jane ? ^ ° Ur times as m uch. How much more 

2 . If a boy^ats" “of suf glr inTda^T mUCh W ° Uld lose in a week ? 

in a year ? b n a day, how many pounds would he eat 

' >» ZLy wa5s^r n 'l'^!r°” 1 , d b f the Wight of f 5 in pennies? 
1 • 11 boy? 4 l£. o, JnS'eS,?' ” bs ' »' “"<1 * 

xj IS * a P° un( i, which of them ™ d ’ a P OUnc i a nd Jane 5 lbs. at 

3. How much wo» ld it cost to ’ 


picture Study. 

A & ^ Describe Diirer’s “St. Christopher/* 


A 1 .*Name, in French, and in sentences, the things in your schoolroom 

2. *Make sentences with the words for 1, 3, 5, 9. 

3. *Sing “Savez Vous Planter les Choux.” 

B i.*TelU in French, about the pictures on pages 50 and 51. 

2 .* Recite, in French, “An Adventure,** or, “Les Trois Poules.” 


1 . Some hips or other berries . 

2. A picture of a story you have read. 

3. A rabbit. 


Father to choose a hymn, a poem, a Psalm, and two passages from the 
Bible Lessons. 


Father to choose unseen passage . 


1. Tell about some composition by Brahms you have heard. 

* Examine in work done and report progress. 


Father to choose an English and a French song, and IA, two tonic-solfa 


Drill, before parents . 

Work.* , . 

Outside friend to examine, but list of handicrafts completed to appear 

on Report Form. 

FORM II., (A. & B.) 

Bible Lessons. „ , T .. 

I. A & B. 1. (a), “Be of good courage.” (b), ‘‘Byfaiththewa so jeri^ 

fell down ’ (c) 1 ‘Now therefore make a league with us . 

the whole story in two cases. , , _ s torv and say 

2. “Achan .... took of the accursed thing. Tell the sto y 

what lessons we may learn from it . , c farasvoucan, 

A 3. Tell the story of the battle of Bethhoron. Explain, 

“Sun, stand thou still.” . . , jjow did our 

II. A & B. 1. Describe the calling of the first d “ ay P we’help? 

Lord do the work of the Kingdom. >( < see m en as trees 

2. (a), “Let the children first be filled. ,, W L ,, t he wholestory in 
walking,” (c). “It is I, be not afraid. Tell 

two cases. what do you know of St. 

A 3 . How came the Gospels to be written • 



Write (A), 4, (B), 2 lines of poetry from mem ry 

Dictation (unprepared) . 

Life and Her Children — 

A Page 201, — “Yet . . .sun.' 

B Page 215,— “The crickets .... out - 


Composition. £ „ 

i . An account, in prose or verse (not doggerel), of one of the following. — 
An autumn day, Camilla, Heimdall. 

2 Describe a scene from (a), King John in winch Constance appears, or, 

lb) The Foresters in which Robin Hood appears. . 

3 Write about one of the meetings in the desert described in The 

Talisman, or describe your favourite scene from 1 he Prince and the 

Page . 

English Grammar. 

A i. Analyse, parsing the words in italics, 

1 ‘My golden spurs now bring to me, 

And bring to me my richest mail, 

For to-morrow I go over land and sea 
In search of the Holy Grail.” 

2. Show, in sentences, the prepositions that should follow,— confide, 

agree, bestow, boast, change, different. 

3. Use, in sentences, the comparative and superlative of, — fat, inter- 

esting, blue, few, many, merry. 

B 1. Pick out subjects and predicates in lines 2 and 3 above, and parse 
each word in line 1 . 

2. Show, in sentences, that the following words may be either nouns 
or verbs, — roar, grunt, sleep, box, cart, cut. 

English History. 

A & B 1. Describe the signing of Magna Charta, and mention some of the 
great things it secures for Englishmen. 

2 . What do you know of Peter the Hermit ? Mention two kings who took 
part in the First Crusade, and say what you know of each. 

A 3. Write a short account of Sir William Wallace. 

French History. 

A 1. What do you know of the education of St. Louis? Describe his 

2. Give an account of St. Louis* first Crusade. 

B *• What do you know of (a), Charlemagne at Aix-la-Chapelle, (b), 
Chateau Gaillard ? 

2. Give a short account of “The Lady Blanche.” 

General History. 

What may we learn about (a) Nebuchadnezzar from the Indian 
Museum I ? SCnptl0n ’ 3nd ’ CyrUS from the tablets in the 

2. How has the position 
history ? Mention 


and conformation of Greece influenced its 
some of the Greek gods and heroes. 

’ r • dld ClCSar honour a nd esteem Brutus ? 

1 VC at'smy rna. Dt ° f meCting ° f Brutus and Cassius at Sardis, or 

stan^by°a^lndT^ P ? lam ^ meanin S- What do you under- 
1 • Tell the story of the taking of Rome. 


1 ‘ PUtting ln the b -ndaries. towns and chief 

End/ ^ ,l Vlsit to Condon, (b), the Cornish Moors, (c), Land’s 

England* dolfor 1 ?nd?a / h ^fow^d^" n ^T XS a Colonies - What does 
4- Describe Ceylon. How does India help England ? 



2 Tell the story of Admiral Byng 

3 Wh 1 £°„r kn0 ' V ° f SinK, “ PO,e ' Sar “ Wak ““ Ra > ah Brooke, Ho„ R - 

Natural History. 

A r. Describe, with a diagram, a section of an ant’. 

A that goes on inside. an ant 8 nest an d the work 

2 . Explain the construction and use of a telescope 

M rf ,”e!: St °* ’"' f ,VC "' ild ,n ' ils ha ™ <°»nd and describe three 


i . Describe a star-fish . How does it walk ? How does a . 

obtain its food ? sea-anemone 

2. Can you explain what is meant bv, — the full ^ 

the rising and setting of the sun ? ° n ' the new moon ' 

Picture Study. 

Describe Diirer’s,— 

A & B “Adoration of the Magi.” 


A i . Reduce to £ s. d„ £3-247, and bring to the decimals of a pound 
3:5s. 4^d. and £8 iis. 4d. 

2. From the sum of -0251 and 2-37 subtract the difference between 2 
and *059. 

B 1 . Jones has £15 : 19 : 10. Smith has half as much, Thomas has half as 
much as Smith. How much have they all together? 

2. A shopman sold walnuts at 8 a penny. He took £1 : 7: 4. How 

many walnuts did he sell ? 

3. Work, in the shortest way you can, £1085 2s. 6£d., (a), X225, (b), 

X 108. 

Practical Geometry. 

A 1 . Write down four facts about straight lines. 

2 . Draw the ground plan of a room 40 feet wide by 20 feet, making 
1" represent 10 feet. Find as nearly as you can the actual 
distance between two opposite corners. 

Latin . > 

A 1 . Write six sentences of a letter from a general to Caesar. 

2 . Translate into Latin § 8 A, page 69, 10 sentences, 
or, 1. Decline, singular, and plural, — rapiduni f lumen , magnus dux, 
melior ; melius ; bonus puer . 

2 . Translate into Latin, — they may hear, we might rule, l had heard, 
he will hear, they were ruling. 


A 1. Describe, in French, picture 23. 

2. Narrate, in French, ‘ ‘Le Crapaud.” direct obi ects. 

3. Use, in sentences, — moi, toi, lut, nous, vous, t , 

B 1 . Describe, in French, the picture on page 6. ? 

2 . Make sentences using, — du, de la, des, ily a, } 

Drawing. (Paper must be cut to '‘Cambridge size.) 

A & B i . An illustration from King John . wil d fruit (from 

2 . Blackberries or crab apples growing, or 
memory) . 

3. Three children dancing. 

Musical Appreciation. 

A 8 c B Tell something about two 
term . 

of the works of Brahms you 

have heard this 


sJpfapyzM (&( 


Father to choose a 
Foresters , 

hymn, a- poem, 
and two passages 

or a scene from King John or The 
from the Bible Lessons. 

Rea F, n .tr choose an unseen passage, giving .narks for enunciation 

““famine in work done and;repor« upon stage reached . 

Si ” ffhe* to choose an English, a French, and a German song, and two 
tonic sol-fa exercises. 


Drill, before parents. 


Outside friend to examine, but list of handicrafts completed to appear 
on Report Form . 


Bible Lessons. 

I. i. “Ask what I shall give thee/’ What did Solomon ask of God ? What 
do we know of his knowledge and power ? 

2. Describe the visit of the Queen of Sheba and the magnificence of 


3. Write the story of Jeroboam and the prophet Abijah. 

Hi 1. “Suffer me to speak unto the people.” Write what you can of St. 
Paul's address on this occasion. 

2. Describe the journey of St. Paul in a ship of Adramyttium. 

3. Write notes on “And who is my neighbour?” 

Writing. (Writing will be considered throughout the Papers.) 

Dictation. (Spelling will be taken into account throughout the Papers.) 
Compostion. (This subject will also'be considered in all answers.) 

1. Some verses which must scan (not doggerel) on one of the following,— 
EvaJdS 8 miStS ° r f ° gS) ° f autumn - Sir William Wallace, 

descriDtimfnt tVi° r & Christmas P^ a Y from Ivanhoe, or, (£>), a 

SS d1af“e°2 0 ar n ?; s OUrit ' eameS ' «• 

English Grammar. 

Literature . 

Analyse, parsing the words in italics — 

Sal low autumn fills thy lap with leaves 

0T Affnohis y tht n sk thr °h Ugh the troublous air, 

nominatives 0 (fcf^he use of verbs tllat take 1 

two objects. W * USC ° f the Dativa Case, (c), verbs that t£ 

can we^IlWhaW^rbs ^ to uTe ®? t Wh ich ? Give examples . H 
verbs to use after a collective noun ? Exampl 

2. Give 


2. Describe the “lists” at Ashby de la Zouche from Ivanhoe 

3. Describe^ scene in King John in which King Philip an( l King John 

English Fiistory. 

, Give to the quarrel between Heor, 

2 . What do you know of Simon de Montfort and his work ? 

3 . Write a short account of Robert the Bruce. 

French History. 

1 . 

2 . 

^ a miiucih puppies stand lor i 

What do you know of (a), The Sicilian Vespers, ( b ) The Estates 
General, (c) The Knights Templars ? 

General History. 

1 . What reminders have we in the British Museum of Nabopolassar and 
of Darius ? 

2 . What do you know about the Vedas and their writers ? 


1 . What do you know of the Government of Mansoul ? How do Hunger 

and Thirst behave ? Show that they may change in character. 

2 . Give an account of the way in which Brutus and Cassius prepared for 

the battle of the Philippian Fields. How did Lucilius save 
the life of Brutus ? 

3 . What is our duty towards foreign countries ? 

4. “India is a continent and not a country.” Explain this, and say 

what you know about the peoples and religions of India. 


1 . Give an account of Belgium, adding anything you can about its 

recent history. 

2. Give a map of Spain, putting in the boundaries, towns, and chief 

physical features. Describe the “Sunny South." 

3. What difficulties have neutral countries to face in time of war ? Give 


4. What is the air made of ? What do you understand by evaporation 

and condensation ? 

Natural History and Botany. 

1 . Describe, with drawings, the growth of a seedling. 

2 . Explain ‘ ‘the leaves are the food factories of the plant. 

3. Describe ten wild fruits you have found, naming, if possible, the 

natural order of each. 

Architecture . 

1 . What do you know of the English Renaissance under Inigo Jones 
and Christopher Wren ? 


1 . Describe the surface of the moon, and explain what is meant by the 
“phases of the moon.” 

Picture Talk. 

Describe Diirer’s “Vision of St. Eustace. 


1 . If 36 articles cost £3 : 9 - 9. what will 37 a ^ ic, es cos J ? . f hich 2 - 

2. How many days should 36 men take to finis 1 a v 



Geometry. came base and between the same parallels are 

1 Parallelograms on |C f . 

equal in area. divided by its diagonals into four 

2 Prove that a parallelogiam 

triangles of equal are • 

3 prove that the area of a square - - 

German^ the p.cture to 

Cslate into Gem»« W v - 
3 Work Exercise II. I 1 )- P a & e 

. . E ^ er the Present Vast Definite and Conditional of finite, and 

2 . Conjugate the I e , ass i V e Voice of 

or. Use. in^sentence^The plural of I’amico, Vuomo. il grido. 

Latin . 

i Work Exercise § ioi, page 49. . T . . « * 

2 . Translate into English and retranslate into Latin, §120, page 60. 

or. 1 . Decline duo and ires, and make sentences, using the Latin for 21, 90, 
16, tenth, seventh. 

French . 

1. Describe, in French, “Un Accident de Chemin de Fer, or , 

“L’ Homme de Neige.” 

2. Repeat, il a un livre six times, inserting the following words and 

making the necessary changes, — plusieurs , beaucoup, bons } 
trop, bien, trop peu . 

3. Write Exercise I. 4, page 164, sentences 1-12. 


1 . A cat in three positions . 

2 . An illustration from King John . 

3. A memory sketch of “Squirrels.” 


1 . W rite a few lines on any three of the compositions of Brahms you have 
enjoyed . 


Father to choose two Bible passages of ten verses each, a poem, and a 
scene from Shakespeare . 


to choose a poem and a leading article from a newspaper . 


Examine in work done. 


Father to choose an English a _ 

exercises. ^ ’ ^ re nch, and a German song, and three 


Report progress . 


Outside friend to examine i; {t . 

Parents' Report. ^ St °* work completed to appear in 



Bible Lessons. 

I. 1. How did Solomon organise the building of the Temple > Give a 

summary of his Dedication. 

2. “To your tents O Israel!” Describe the cause and the course of the 

Great Rebellion. 

3 . Why did J eroboam set up two calves of gold ? Describe the denuncia- 

tion that followed at Bethel. 

II . 1 . Give an account of St. Paul's defence before Felix. 

2 . What was the substance of St . Paul’ s Epistles, (a), to the Colossians 

(b) , to T imotliy ? 

3 . When did Christ say, — ‘ T thank Thee, O Father’ ’ ? 

Describe the occasion . 

Writing is considered throughout the Papers. 

Dictation. Spelling is considered throughout the Papers. 


1. An essay on (a), the “Melancholy Jacques,” or, (b), an election 
speech, or, (c), an account of a bad night at Woodstock. 

2 . Some lines which must scan, not doggerel, on one of the following, — 
The visit of Ulysses to Hell, Wireless, Clouds. 

English Grammar. 

1 . Analyse, parsing the words in italics, — 

' ' At Charing-Cross, hard by the way, 

Where we (thou know’st) do sell our hay, 

There is a house with stairs ; 

And there did I see coming down 
Such folk as are not in our town, 

Forty at least, in pairs .’ ' 

2. Give rules, with examples, for the use of the colon, the semi-colon, 

the comma. 

3 . Give a list of (a), words derived from the names of persons, (b), words 

derived from the Latin, — ago, altus, animus, corpus, flos, dens, 
caput , litera, locus, do. 


1. What do you know of the “Parson Poet,” Herrick and Marvell? 

Quote lines or passages. 

2 . Give some account of Bunyan and his great work 

3. Tell the story of “Samson Agonistes,” quoting any lines. 

4 . Write an essay showing for what reasons Carlyle takes Cromwel or a 

hero . 

English History. 

1 . Describe the King’ s (Charles I s) gradual decline from constitutional 

2 . Descr foeT theNew Model Army and trace the growth of Cromwell s 

power . 

General History. 

1 . Describe the opening of the Thirty \ears What do you n 

of Tilly, Wallenstein, and Gustavus Adolphus 

2 . Describe the Rosetta Stone. How was it discovered an 

pretcd ? What do you know of Darius ? 

Citizenship. . ., 

1 . Show how the Body is equipped with Servants, and how ea 

perils, and how each of these may be me Rrutus giving 

2. Compare and contrast the characters of Cassius and Brutus, g. g 


- +>,« latter had seen a spirit ? 

>■ i " dEesLa " isadn,inislered ' 
“TCcnbe i„ <*..,1 (.).«- ’•"K.SSSf. 0 ^'* a " d ‘ h ' D “ Ca “' 

5 : What do you 1 

J; gSSffiuTSErtci? of Villeneuve. 

Natural History and^Botany. tonic rocks? 

1 . What have you to say abouUava, some other monocotyledons . 

2. Describe in detail the My y . this term ? 

3 . What records can you make ot w no iru 

General Science. out atoms molecules, and laughing gas ? 

What have you to sa y a .b° ter show how each of the_ two 

Describe the composition of water, 
elements behaves. 

Hygiene and Physiology. 

1 . Describe the structure and functions of the brain . 

Arithmetic. J 

t Find the difference between the Banker’s Discount and True Discount 

on a bill for /iooo due in io weeks at 3 J/o . 

2 . Find the cash value and the income derived from £ 5 733 of 3 % stock 
i Which ^the better investment, 3 per cents, at 89 or 4 per cents, at 

I . 
2 . 


1 . In a right-angled triangle the square described on the hypoteneuse is 

equal to the sum of the squares described on the other two sides . 

2 . To draw a triangle equal in area to a given quadrilateral . 

3. A ladder 65 feet long reaches to a point in the face of a house 63 feet 

above the ground . How far is the foot from the house ? 


1. Multiply 3* 3 +4 *+i by 2, by — 2, by4* 2 . 

2. Divide* 2 — 5*+cby* — 2. 

3. Simplify (a+b)x+(b+c)y — j (a — b)x — (b — c)y } 


1 . Write the story of ‘ ‘Was Hanschen nicht lernt, das lernt Hans 


2. Which prepositions govern the dative only? Make sentences with 


3. Use, in sentences, the pronouns, — den , dessen, denen, wem, das , 

jedermann , 

or, Italian. 

1. Translate with Italian (Perini) Exercise xvi., sentences 1-6, or 

(Grillo) Exercise 2, page 181, sentences 1-6. 

2. onjugate the Present, Past Definite and Conditional of finire, and 

the same tenses in the Passive Voice of stimare, 

or, 2. Use, in sentences, the plural of V amico, I’uomo, il grido, il braccio, 

Latin . • 

*• Transl .^;r English and retranslate into Latin, —Exercise 39 («). 
w . dabit. 

^ ’ US * ng adjectives, — tener, noster, bonus, 

3 . Make up six sentences to show the use of (a), the ablative, (6), the 




French . 

i . Write, in French, the story of Les Femmes Savantes 

2 Give the comparative and superlative of, ~un bon ilevi, vans travaill ,, 
bien, un mauvats exemple, une langue difficile ^avaiUez 

3. Translate into French Exercise 22, page 165 IV., first half 


1 . An original illustration from As You Like It. 

2 . A study of a dog . 

3 . A design in wild fruits for a book cover. 

Musical Appreciation. 

t . \Vrite a short account of the Brahms-Wagner controversy, or, relate 
some of the incidents connected with the intimacy of Brahms 
with the Schumann family. 

2. Write three lines on any five of the following: — Joseph Joachim, 
Johann Strauss the younger, the “Sonatensatz,” Marxsen. the 
two versions of the “Walzes,” Brahms’ treatment of German 
folk-song, Remenyi. 


Father to choose two Bible passages of ten verses each, a poem, and a 
scene from Shakespeare. 


Father to choose a poem and a leading article from a newspaper. 


Examine in work done. 


Father to choose an English, a French, and a German song, and three 


Report progress . 


Outside friend to examine . List of work completed to appear in Parents 


VI. x. Discuss the authorship and date' of the Book of Job. Outline the 

argument, introducing passages. r ite a paraphrase of 

2 . Summarise the teaching of II . Corinthians, and write a pa P 

three or four chapters. “Seventy” underwent before 

VI & V. 3 - Show the last steps of training the ^eny qq and the 

their mission. Describe the Charge, 
return . 


return. Sketch the contents . “How 

What is the theme of the Book of Job . ,, , p£ 0W does Froude 

beautiful is their first mtroductioii ? 

describe the coming of the three written ? What 

2. Under what circumstances was ia. c.01 Write a table of 

events occurred between the two Epistles 


Writing and Spelling are considered throughout the p 


. taken into consideration throughout the 

»» oo Wireless , or, on The Recent 

i . Write a sonnet in Muron 

Discoveries at ineDts- 

English Grammar. words i n italics,— 

VI. &V. i. Analyse^par ^ restlessness ; 

Hut keep least. 

^oTness "lead him not V- weariness 

Mayt ?J h X rhyming couplet of Pope, (b), the rhyming 

VI. 2. Comment upon (a),J ther y * ^ the Spenserian stanza, (d). the 

sonnet.° Give several examples. 

V . 2 . Show funy^hewture and ^ J Qg the wor ds in sentences . 

Literature . coherent story of ' ‘ Prometheus Bound . ' * 

VI & v. I. Tell, as you . uttered it from the rock. What part 


VI. 3 

V. 3 

r* uiSiS iVfron, the rock. 

Who th^most famou7inmates oi Port Royal ? Describe the 
work and teaching of three of them . 

Tn what stirring times were the letters of Dorothy Osborne written ? 

Write such a letter, introducing some of her contemporaries . 
How does Macaulay characterise Milton’s Comus, and in what points 
does he compare Paradise Lost with the Divine Comedy . 
Write an outline of Lycidas with your own comments. 

Show what varieties of women are represented in As You Like It. 
Compare and contrast . 

English History. 

VI. & V. i. Write an essay on Puritan England, mentioning distinguished 

2. Sketch the character of Wentworth, showing the iniquity of the Star 
Chamber . 

V . 3 . Sketch the character and career of Hampden as given by Macaulay . 

General History. 

VI & V. i . What circumstances gave rise to the scientific age ? Give some 
account of a few of the leaders of thought. 

2 . What light does ‘ ‘a Cavalier’ ' throw upon the conduct of the Wars of 
Who were the great generals ? What do we learn 
^ ,T How do Augsburg, Ratisbon, Leipsic, come 

Religion ? 
of Charles XII . ? 
into the story ? 

\ 1 . 3 . Give some account of the Art and Literature of the age of Pericles . 

4. V hat impression of Wallenstein do you get from The Piccolomini ? 

v 5 3. Describe the growth and grandeur of the Assyrian and Chaldean 

Every-Day Morals and Economics. 

VI ' S' ’Vb 6 manner Plato uses, the discussion upon what children 
2 Vrt a i ° U , T be , taught m the way of history and fable . 

!? r . three da y s after the fashion of Sir Thomas Browne’ s 
. C ™ t> lnc J ud * n & a notice of some of “the magisterial 
and masterpieces of the Creator .’ ’ 

^ courapp U ,!° Sa ^ tbe dut Y °t gladness, humility, loyalty, 

courage, generosity? Show o„, — “i . - “ A 



Write as clearly as you can, the a 

j — 0 -v%uiivuj | nujiiiut^y | *** J J 

Show several aspects of each of these 

argument of the A reopaqitica . 




Sketch generally the relief of the land as 

Sh ° W Empire * dCCay ° f thC Mogu1 ' and the rise of the British 

2 . What is the office of the vapour of the atmosphere > 
understand by dew-point? 

VI & V. 3- What are the boundaries of Czecko-Slovakia ? 

changes have Austria and Hungary undergone? 

What do you 
What frontier 

Geology and General Science. 

VI. 1. Describe in detail the birth of a star. Show that an element may 
have more than one spectrum. 

2 . What have you to say of the life of J urassic times ? Sketch and name 
half-a-dozen fossils of the system. 

V. 1 . What have you to say about (a), chemical affinity, (b), positive and 

negative electricity, (c), electrical attraction, (d), cohesion ? 

2 . What are the scenic characteristics of the metamorphic rocks ? Which 
classes of rocks allow of historical classification? 

Biology, Botany, etc. 

VI. & V. 1 . Describe some of the wonderful and beautiful properties of the 

skin, and explain four or five of its functions. 

VI. 2. Describe, with illustrations, the breathing process of the plant 
V. 2. Describe, botanically, a simple fruit, a compound fruit, a drupe, a 
berry, a false fruit. Describe, with drawings, six forms of seed 


VI . 1 . What have you to say about November meteors ? 

VI . & V . 2 . What constellations are visible in the night skies of November J 
Make a plan of six of these. 

V. x . Whal have you to say about (a), the Minor Planets, (b), the l K M,ks - 

Art Studies . 

VI. & V. x. A v pia study of Durer’s “Praying Hands. ’ 

2 . Discuss the work of Diirer as illustrated in this term > ■ }£ ■ 

VI. 3. “In .he brilliant company ol ^“'^Ss.his 

forth as the poet of them all. D “” s f'7 pamt „. 

V. 3. Give some account of Michael Angelo, ar 



By selling goods for <8.7 a dealer lost 0% 1 - — «“ 

, h ° r h £tTi°pw% Compound Interest on <375 5* 


2. Find 

years at 2*% • _ _ Bm due yea rs hence is £u 9 i° s - Wl,at 

3. The Discount at 5% on a 

is the amount of the Bill . 

V. I. I invest £4875 .in the income'? 

much must I invest in the 3*% 

k st / *107 s in tnc /o 1 , 

at?« toget an equal tncome^ ^ ^ lb ,. ,, 3 /• and 

If 22 lbs. of tea at 2/- a lb. De „ a in oer cent. ? . 



mixture\ e old at at 2 2/9 a lb. what is ‘^^"^a^hird quicker he 
A runs a 2-mile race with B and Joses. 

is a 2-mne Idbc — 
would have won by 22 yard , 

had he * - — 
compare their speeds. 

7 b 

X/ jlXDptUulb 


VI. I. Resolve into factors, — («)> ^s^+i— *3 be. 
2 . Solve, x s —zax+Sx=i6a-, 

^_y=2i 8 (6)> _1 + Z =2 J 

* — y = 2 y X 

x+y = 6 

3j Solve, (<*), 

V. r. Simplify. 

a*— a* 


2. Solve the equations, 8*4-23 3*4-2 2*4-3 

20 3*4-4 5 

A man buys a number of articles for £1 and sells for £1 is. od. all but 
two at 2d. apiece more than they cost; how many did he buy . 


VI r . if two circles touch one another, the centres and the point of contact 
are in one straight line. 

2. Two parallel tangents to a circle intercept on any third tangent a 

segment which subtends a right angle at the centre. 

3. On a given base as hypotenuse right-angled triangles are described. 

Find the locus of their vertices. 

V . 1 . To draw a common tangent to two circles . 

2 . To inscribe a circle in a given triangle . 

3 . Construct a square on a diagonal of 3 ' o", and measure the lengths of 

each side. Obtain the average of your results. 

Latin . 

Vr. 1. Write, in Latin, the substance of Cicero’s letter to his brothei 
Quintus in Britain. 

2. Explain, with examples, the sequence of tenses in Latin in oblique 

questions . 

3 . Translate into English and retranslate into Latin, — lEneid, Book II ., 

lines 250-259; scan lines 296, 297. 

V. 1. Translate into Latin, Exercise (b), page 122. 

2. Scan and explain the rules of prosody illustrated in,— monstrum 

horrendum informe, ingens, cui lumen ademptum 

3. Translate into English and retranslate into Latin, —Cicero’ s Letter, 

No. VIII., lmes n-19. 

German . 

v, "■ 0 tDieGeis,e,s,h*,. 

V ^Thir C1S V 5 ’ page 2 49. Translation 1-15. 

3 ' d»trf» W? • 1nd Peri “* Tense, Indicative do 

meanings Enghsh meanings,” Show what various 

' 2 ’ T ranslate into German Reproduction, page 247 

3 - USe ’ nach, gegen, lUngs, 


V1 ‘ - Give. . 

carro. * s 01 » f rut to, il legno, il nso, tl 

3- Translate into Italian, Exercise 39 , r- 8 . 


VI. V. 



letter as from Mada™ d‘e SKSf. 
G ‘ Ve ' <* 

Write an essay on “style.” 

or, write'a 
l' hyperbole, 


2. Translate into French, Reproduction, page 241 

3 . Show in ten sentences, the use of 'the unemphatic and 

Personal Pronouns. 



1 . A study of a horse . 

2 . A family group or a figure reading . 

Musical Appreciation. 

1 . Write a short account of the Brahms-Wagner controversy, or, relate 

some of the incidents connected with the intimacy of Brahms 
with the Schumann family. 

2. Write three lines on any five of the following:— -Joseph Joachim, 

Johann Strauss the younger, the “Sonatensatz, ’ ’ Marxsen, the 
two versions of the “Walzes,” Brahms’ treatment of German 
folk-song, Remenyi. 


Father to choose unseen poem and a leading article. 


Report progress . 


Father to choose an English, a French, and an Italian song. 


Report progress* 


Outside friend to examine. List of work completed to appear in 
Parents' Report. 

'leMlb \ 



(Secondary Training College), 


(Founded in 1891 by Miss Charlotte M. Mason, Principal till 1923.) 
* ‘For the Children s Sake. 

Man cannot propose a higher or holier object for his study than Edu- 
cation . — Plato . 

Examiners : 

W G de Burgh, Esq., M.A., Professor of Philosophy, University 
College, Reading, examines in Practical Teaching, Psychology, 
the Theory and History of Education. 

The Rev. A. Thornley, F.L.S., F.E.S., F.M.S., examines in 

Nature Lore. 

St. John’s Ambulance Association, in Hygiene, etc. 

J. Phillips, Esq., in Drawing and Handicrafts. 

Principal : 

Miss E. A. Parish. 

Secretary : 

Miss M. Hardcastle. 

Treaching Staff: Miss Drury, Miss M. C. Gardner, M.A., Mdlle. 
Molmy, Miss K. E. Limbert, Miss Moffatt (resident). The 
Rev. F. Lewis, M.A., Miss Bell, W. H. Waddington, Esq., 
W. E. L. Allen, Esq., M.D. (visiting). 

lhe Object of the House of Education is to provide for women 
a special training in the knowledge and the principles which belong 
to their peculiar work, the bringing up of children. It is needless 
to enlarge on the value of training in giving impulse and direction 
as well as knowledge and power; and this particular training should 

e of service to all who may, in any way, be concerned in educa- 

,. Candidates for admission must have received a sound educa- 
tion. There is an entrance examination. The students of the 
College qualify to become, — 

(a) Primary Governesses. These teach boys and girls from 
six to ten years of age, whether in families or in 
Preparatory Schools following the P.U.S. pro- 
grammes. They do not take “entire charge.” 

7 f ) 

(h ) Secondary Governesses These qualify as teachers to more 
advanced pupils (aged from 10 to i 7 or 18) T hev 

should, as a rule, enter with certificates of attain 
ments, though such certificates are not indispensable 
as the entrance examination affords a test. 

(c) Mistresses of P.U.S. Classes or Schools* 

(d) Mistresses in Secondary Schools in which the PUS 

Programmes are followed. 

There is but one course of training ; the division into (a) and 
(b) depends upon the student’s previous attainments; the entrance 
examination (a test of intelligence) must be taken by all. 

The work of the College may be classed broadly under the 
following heads : — 

I. Ethics and the philosophy, history, methods and principles of 
Education. This work is tested by three papers set by 
the Inspector, dealing with the history of education, 
practical education (methods, etc.), and the theory of 
education; a student’s final certificate largely depends 
upon these papers. The aim of education, as presented 
to the students, is,— To produce a human being at his 
best— physically, mentally, morally, and spiritually- 
quickened by religion, and with some knowledge of 
nature, art, literature, and manual work. 

II. The practice of education under direction (in the Practising 

School, which includes Forms I to VI of the Parents 
Union School, the six Programmes of the School are 
followed in every subject) ; criticism lessons ; the wor 
is tested by a lesson given by each student before t 
Inspector, the marks she receives going towards her 

Cert incate 

III. The teaching of languages: elementary Greek Latm, 

French, t German and *£££%% 

courses of lectures in French on 

LiteratUre ‘ , r u stud ent do some viva voce 

The Inspector hears each of her train i n g. 

work in each of the la nguages at the c . 

— 7 1 >0 to combine and form a 

* It is increasingly common for a of Education Students ma> 

iss or a small school which one or mo ■ guarantee the require s 
invited to carry on; (such a nucleus should ^ ^ Forms constitute 

salaries) . Several children in one ' c ] n iJren of varying .®f> es 

Class. Should such ’ ‘nucleus’ contain chiW ^ thQUgh lt ma y be a 

y, three or four Forms, the children make 

iall one. . « ff00 d accent, and some 

t Great pains are taken to secure fl uenc> ‘ 

cirlnnrn I?ronco ic «cm»llv insisted 






The teaching of Mathematics upon modern methods. 

Nature-Lore, which includes the acquiring of familiar 
acquaintance with the natural objects-wild flowers and 
fruits, trees, birds and insect life-of this beaut Hil 
country ; field work (in botany, natural history, geography 
and geology) and the keeping and illustrating m colour 
of a Nature-diary. The Nature-Lore Certificate 
assures a knowledge which should enable the teacher to 
gratify the intelligent curiosity of children, and to intro- 
duce her older pupils to the delightful pursuits of the field 
naturalist. This nature study is supplemented by defin- 
ite scientific teaching in botany, biology, geology, astron- 

omy, etc. 

The teaching of English, reading, singing, and the piano, 
receives attention. On every Tuesday evening, some one 
of the students reads a paper dealing with a given author 
or composer, illustrated by readings or performances from 
his works. These evenings are known as “Scale How 

Some teaching in human physiology and hygiene is given ; 
first aid and home nursing (tested by the examinations of 
the St. John Ambulance Association); Ling’s Swedish 
system of Gymnastics is followed, both in free-standing 
movements and in exercises performed with apparatus — 
Swedish boom, etc. — in the Gymnasium ; the art of taking 
walks, scouting, cricket, hockey, graceful callisthenic 
exercises with the ball, skipping-rope, etc., and dancing, 
are amongst the means of health and happiness to the use 
of which the students are trained. 


Art: Drawing irom the object, figure, landscape, in char- 
coal and water-colour (monochrome or colour scheme), 
on broad artistic lines. Modelling in clay, wood carving. 

fw ^ ra ^ s ‘ Prominence is given to manual training 

™ s sake and « affording various interests. 

WW he S a b]eCtS taught are cardboar d Sloyd, book- 

r°v‘ CarV ‘i', g ' basket - m >king. leather and brass 
repousse work, needlework, knitting and netting. 

Ine students are trained to ramr , 

gressive classes of the Parents’ \ln \7 *? Upi S throu S h the P ro ' 
Programmes Bible knowledge and Chn^RU-’ WhlCh includes in its 
German and Italian Mathematic hurch History, Latin, French, 

Scientific and other’ subjects in a’rlrl v eratUre ’ Histor y. Geography, 
They also take charge, two at a time 100 indicated above - 

the Practising School, under the Hp !Tm- ab ° Ut ’ ° f the girls m 

Mistress, in a separate bnar r i ^ ead Mistress and the House 
a separate boarding-house (Fairfield). 



for girls aged from ten to eighteen. Fees: £28 a term r ° 1 
who wish to enter with a view to being trained later are preferred , 

The College training course occupies two years at the end n< 
which the student sits for the House of Education Certificate 
which may be of the first, second or third class. The Class of her fl 
certificate is not the sole or even the chief test of the qualifications* 
of a student. 

Students are not admitted under eighteen, or, for less than 
two years. 

The year is divided into three terms, Spring, Summer and 
Winter; the First from the middle of January to the middle of 
April; the Second from the end of April to the middle of July; the 
third from the end of September to the middle of December. 

There are three vacations, Winter, Easter, and Summer. 
Part of the Summer vacation is spent by the senior students in 
probationary teaching; and the junior students are expected if 
possible to spend some weeks in France. 

Students enter in January. There are occasionally one or 
two vacancies at Easter but students cannot begin their training 
in September. 

Fees, payable in advance, £36 13s. 4d. a term, which includes 
the cost of the more important books used, stationery, materials 
and the use of tools for handicrafts, examination fees, etc. 

The students pay for their own washing. 

Every student, on completing her training, must pay a fee of 
£5 to the Parents' National Educational Union . This fee, which 
entitles the student to the Parents’ Review for three years, anc to 
a Life Membership of the Union, is paid to the Secretary of it 
P.N.E.U., at the London Office. It may be paid at once, or in 

instalments lasting over a year. 

The training is carried on at “SCALE HOW, a ) kne ^. sP , 
ated building on high ground including besi cs seep , 
living rooms— Lecture Rooms, Work Room Practising School, 
Gymnasium, etc., in its own beautiful gioun s. ... 

The House of Education Certificate, which is ^amina- 
suiccessful students at the end of their training u P oa practical 
tion in the Theory and Practice of E dacatl0n ’ gUa 2 f 0 f DhJsical, 
skill in teaching; some knowledge of the princip ^ stu _ 

ethical, intellectual, and religious * Educa ion, ^ ence , will and 
dent is instructed to train nerve and mus , development 

conscience in such wise as to work to wares, ^ & knowle dge o f 
of the children committed to her care. 


„ 1 • „ nf text-books; and that the 

P.N.E.U. methods 0 te * c 1 "¥ t j ona j thought and work of the 

student is in touch wi 1 ie trained to educate the hand by 

Union. It attests loo .that ^ he is tramM This certfflcate te J_ 

fiTn,°a Z d To some^degree of the "all round’ •qualifications 
SUary o those who take in hand the education of young people 
up to the age of seventeen or eighteen, at age specialisation 

should begin. 

The Certificate will be awarded only when the student shows 
herself possessed of-to adapt a phrase-the enthusiasm of child- 
hood. which makes all work of teaching and training heart-service 

done to God. 

The interest felt in the House of Education is widespread, and 
it is not possible to supply the demand for governesses trained 
here. Earnest and well bred women who are looking out for good 
work are invited to offer themselves for training. The need of 
devoted co-workers in their labour of love is grievously felt by 
mothers, especially by some of those whose engagements press 
heavily upon them. There is also a large demand for teachers in 
schools, but it is possible to supply students only to those which 
take the Parents’ Union School work. 

Anyone employing a House of Education student must become 
a member of the P.U.S. and the P.N.E.U. The P.U.S. issues a 
common curriculum for families and schools. Programmes of work 
and examination papers on them, in six forms (for pupils aged from 
6-18), are sent to members term by term, and the pupils’ work is 
examined and reported upon. Fuller particulars of the P.U.S. 
may be obtained from Miss Kitching, Director P.U.S., House of 
Education, Ambleside. Particulars of the P.N.E.U. from the 
Secretary, P.N.E.U. Office, 26, Victoria Street, London, S.W. 

It is most desirable that ladies inquiring for such students 
should not be at the same time in correspondence with other candi- 
< ates for the post. The students do not advertise or answer 
a vertisementsif they wish at any time to receive posts through 
the College. The House of Education does not train nursery 

o?the n w 1 S "; den !' S ^ is P“ d ^ ‘he term (one third 
< year s salary) and a term's notice on each side is necessary. 

For form of entry, etc., to the College apply to: 

The Secretary, 

House of Education, 



ivuvvruig vjy atiaos . JLV1 . 1V1ASON 1 

An Essay towards a Philosophy of Education 1 n /ft < 

H °'T J sdrrr i e/ , - n Educatlon ancl Training ofChUdrro'undernJ/^) 
School^Education * ^duration and Training for Children over nine. 

P " ““ S'" 1 "" ’ A PraC,1Cal S0 “ ,y *>'*•«•*•«• Principles. 

5 / 6 , 

5 /- 

5 /-, 

Ourselves, our Souls and Bodies. Book I Seif ifnc.i.j, „ 

Self Direction. 7/6. post free 8/ * ^wledge. Book II, 

Some Studies in the Formation of Character . 6/-, post free 6/6 
Two Articles in the Equipment of Bovs and rn-io . A® V , 

Principles. 6d„ post free. V and Girl8: °P inlo «s and 

The Basis of National Strength. 6d., post free 
Children are Born Persons. 1/-, post free 

A M *“»-Srra«ice. By 

A Liberal Education in Secondary Schools, qd post free 
The Scope of Continuation Schools . 6d., post free P 
Two Educational Ideals. 6d., post free. 

In Memoriam : C. M. Mason . 3/6 . 4/- post free 

Some Impressions of the Ambleside Method. 1 /- post free 

English Literature and the Teaching Methods of Miss Mason. Bv H 
W. Household, M.A. 4d., post free. y 

Teaching Methods of Miss Mason. By H. VV. Household. 4 d. post 
free. ^ r 

P .N .E .U . Methods : Notes for Conference , Gloucester . 102 ^ Bv H W 
Household. 6d., post free. y 

P .N .E.U . Methods of Teaching, with special reference to the Teaching 
of English. By H. W. Household. 4d., post free. 

Short Exposition of Miss Mason’s Method of Teaching. By The Rev. 
T he Hon . E . Lyttelton and H . W . Household . 4d . 

Examinations and the P.N.E.U.: Miss Mason’s Method of Education 
in a Boy’s Preparatory School. By A. V. C. Moore. 3d., post free. 

The Home Training of Children. By The Hon, Mrs. Franklin, Hon. 
Secretary of the P.N.E.U. 3d., post free. 

Recommended Gift Books for Children . Mrs . Clement Parsons . 1/ 1 . 

Children and the Stress of Life . By Helen Webb, M .B . (ready shortly) . 

Thought -Turning as a Factor in the Training of Character and a Talk 
to Nurses. By Helen Webb, M.B. 6d., post free. 

Why Small Things Matter. By Helen Webb, M.B., 6d., post free. 

Charlotte Mason and the Training of Little Children. By Mrs. Evan 
Campbell. 3d., post free. 

The Work and Aims of the Parents’ Union School. By Miss S. M. 
O' Ferrall . 3d post free . 

Teaching of Scripture in the Parents’ Union School. By Miss R. A. 
Pennethorne. 3d., post free. 

The Education of Citizens. By The Archbishop of York. 4d., post 
free . 

Early Manhood . By Rt . Hon . The Earl of Lytton . 3d post free . 

Hints for Mothers Travelling with Children by Land and Sea. By 
The Hon. Mrs. Bernard James. 6d., post free. 

The Nervous Child. By Dr. Potts. 3d. 

Catalogue of the Library, iod., post free. 

Articles of Association. 1/-. 

The Parents Review (the monthly organ of the Union) . Specimen 
copies can be obtained free of charge. 

For further information apply to the Secretary , Parents National Educa- 
tional Union (Incorporated), 26, Victoria Street, Westminster, S.iF.i, who will 
arrange for a visit from the Orgaanuing Secretary (trained by Miss Mason) 
where desired ,